Conjoint Professor Nicky Hudson
Conjoint Professor
School of Medicine and Public Health
- Email:nicky.hudson@newcastle.edu.au
- Phone:(02) 6755 3537
Career Summary
Biography
Professor Hudson started her academic career at the University of Adelaide, playing a major role in medical curriculum development and reform, as well as completing a PhD on the challenge of linking theory to practice in medical education. As a foundation staff member (Academic Leader in Human Function) at Peninsula Medical School in the South West of England, she gained further valuable experience to subsequently contribute to the development of an innovative medical curriculum at the Graduate School of Medicine (GSM) at the University of Wollongong. While at Wollongong, Professor Hudson was initially appointed Associate Professor and Director of the Division of Clinical Education providing leadership in establishing the Clinical Education curriculum, the clinical placements and Clinical Skills Centres, and the integrated Assessment Program. Subsequently as Professor and Associate Dean Community Based Health Education she led the development and implementation of longitudinal integrated clinical clerkships in regional, rural or remote New South Wales for all senior students at the GSM. She joined the Joint Medical Program (JMP) of the Universities of Newcastle and New England in 2012, initially as Professor of Innovation in Medical Education and Rural Medicine at the University of New England. In 2013, she took up her current position as Director of Rural Health at the University of Newcastle, NSW. In this role she is Director of the Rural Clinical School of the JMP, and Director of the University Department of Rural Health Program at the University of Newcastle. Professor Hudson's research interests in her current role as Director of the University of Newcastle Department of Rural Health include investigating the outcomes of regional and rural community-based health education from the perspectives of patients, students, clinicians, and the communities involved; community engagement and interprofessional education.
Her academic work is underpinned by prior clinical practice in-patient and community psychiatry, and urban general practice in Adelaide; Indigenous health general practice at Nunkuwarrin Yunti in Adelaide for many years and general practice with the Royal Flying Doctor Service in remote South Australia.
Research ExpertiseProfessor Hudson's research interests include: -- Medical education: The challenge of linking theory to practice -- Educational Impact of Assessment Strategies -- Peer-assisted Learning -- Inter-professional health education -- Patient involvement in medical education -- Community-based health education and rural workforce
Teaching Expertise
Professor Hudson's teaching expertise includes Research Higher Degree supervision and lecturing at both Undergraduate and Postgraduate Levels at numerous Universities (including Peninsula Medical School and the Universities of Adelaide and Wollongong). Professor Hudson has also contributed to curriculum and assessment reform at the University of Adelaide as well as the development of the new Graduate School of Medicine in Wollongong, where she implemented a program of placements for medical students in which each student lives, learns, and works for one academic year in regional, rural or remote NSW.
Administrative Expertise
Professor Hudson brings her extensive administrative experience to her role as Director of the University Department of Rural Health. In her previous role as Professor of Innovation and Deputy Head of School at the University of New England, Professor Hudson was outreach director for programs targeting the delivery of health care to under-served and disadvantaged populations. She has also previously held the position of Professor and Associate Dean Community Based Health Education at the University of Wollongong. While in this role at the University of Wollongong, Professor Hudson led the development and implementation of longitudinal integrated clinical clerkships in regional, rural or remote New South Wales for all senior students. She also led the implementation of a competency-based assessment programme, and as leader of the Clinical Competency theme developed two clinical skills centres and the associated skills program.
Collaborations
Current primary research collaborations are with current or past colleagues at the University of Wollongong in relation to Community Based Health Education and Interprofessional Learning; with colleagues in the Department of Rural Health focused on Interprofessional Education and Community Engagement; and with national rural health colleagues exploring a project on enhancing access to health care for rural communities.
Qualifications
- PhD (Medical Education), University of Adelaide
- Bachelor of Science (Biochemistry & Microbiology), University of Western Australia
- Master of Science (Virology), Queens University Ontario - Canada
- Bachelor of Medicine, Bachelor of Surgery, Flinders University
Keywords
- Assessment
- Community Based Health Education
- Medical Education
- Peer-Assisted Learning
- Problem Based Learning
- Rural Health
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 110199 | Medical Biochemistry and Metabolomics not elsewhere classified | 50 |
| 111799 | Public Health and Health Services not elsewhere classified | 50 |
Professional Experience
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/01/2014 - | Membership - Deputy Chair, ARHEN | ARHEN Australia |
| 1/01/2013 - | Membership - Australian Rural Health Educators Network (ARHEN) Board | Australian Rural Health Educators Network (ARHEN) Board Australia |
| 1/02/2012 - 1/12/2014 | Clinical Professor | University of Wollongong Australia |
| 1/01/2012 - 1/12/2014 | Adjunct Professor | University of New England |
| 1/01/2012 - 1/02/2013 | Deputy Head of School | University of New England |
| 1/01/2011 - | Editorial Board - eMedici Journal | eMedici Journal Australia |
| 1/01/2011 - | Membership - Policy Group, Federation of Rural Medical Educators (FRAME) | Policy Group, Federation of Rural Medical Educators (FRAME) Australia |
| 1/01/2006 - 31/12/2015 | Membership - International Consortium of Longitudinal Integrated Clerkships | International Consortium of Longitudinal Integrated Clerkships Australia |
| 1/01/2006 - 1/01/2012 | Associate Dean - Community Based Health Education, Director Clinical Education | University of Wollongong Australia |
| 1/08/2004 - 1/12/2005 | Senior Lecturer - Clinical Education | The University of Adelaide Australia |
| 1/04/2002 - 1/07/2004 | Senior Lecturer - Clinical Education | University of Exeter United Kingdom |
| 1/01/2002 - | Membership - Institute for Learning and Teaching in Higher Education (UK) | Institute for Learning and Teaching in Higher Education (UK) Australia |
| 1/01/2002 - | Membership - American Physiological Society | American Physiological Society United States |
| 1/01/1995 - 1/04/2002 | Lecturer | The University of Adelaide Australia |
Awards
Distinction
| Year | Award |
|---|---|
| 2011 |
Octal Award, Outstanding Contribution to Teaching and Learning (Phase 1 Team) University of Wollongong |
| 2001 |
The Stephen Cole the Elder Prize for Excellence in Teaching University of Adelaide |
| 2000 |
Departmental Teaching Award (Physiology) University of Adelaide |
Recognition
| Year | Award |
|---|---|
| 2004 |
Contribution Based Reward Unknown |
Invitations
External Examiner
| Year | Title / Rationale |
|---|---|
| 2010 |
Australian Medical Council (AMC) accreditation team Organisation: James Cook University |
External Reviewer - Departments
| Year | Title / Rationale |
|---|---|
| 2012 |
External Review of Assessment Organisation: School of Medicine, Notre Dame University |
| 2009 |
Dept. Psychological Medicine Organisation: University of Otago |
Participant
| Year | Title / Rationale |
|---|---|
| 2012 |
Students and Learning Characteristics Organisation: 15th Ottawa Conference |
| 2012 |
National Priorities Research Program (NPRP) Organisation: Qatar National Research Fund (QNRF), Qatar Foundation Description: 2009-2012 |
| 2011 |
Fourth International Clinical Skills Conference Organisation: Monash University |
| 2009 |
Third International Clinical Skills Conference Organisation: Monash University |
| 2007 |
Preparing health professionals for the world of work: educational/clinical supervision and feedback Organisation: Second International Clinical Skills Conference |
| 2005 |
The Theory-Practice Gap Organisation: First International Clinical Skills Conference |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (1 outputs)
Journal article (36 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2016 |
Hudson JN, Lethbridge A, Vella S, Caputi P, 'Decline in medical students' attitudes to interprofessional learning and patient-centredness', Medical Education, 50 550-559 (2016) © 2016 John Wiley & Sons Ltd.Context: Interprofessional learning (IPL) is valuable in preparing health care students to work collaboratively in teams, with patients' needs at the... [more] © 2016 John Wiley & Sons Ltd.Context: Interprofessional learning (IPL) is valuable in preparing health care students to work collaboratively in teams, with patients' needs at the core. Patient-centredness is the impetus for communication and collaboration in health care. Debate continues on when it is best to develop positive student attitudes towards these aspects of care. Should IPL commence early before attitudes to patients, professional stereotypes and identity are formed, or later for advanced learners with greater experience of their roles and responsibility in health care? This study explores graduate-entry medical students' attitudes to IPL and patient-centred care, on programme entry and after an early interdisciplinary clinical experience (ICE). Methods: An extended version of the Readiness for Interprofessional Learning Scale (RIPLS) was administered to four cohorts of medical students (n¿=¿279) on entry and after the 3-week placement. This 26-item RIPLS comprised four subscales: team work and collaboration; professional identity; roles and responsibilities; and patient-centredness. The impact of the placement on students' attitudes was assessed by using repeated measures analysis of variance to compare pre- and post-ICE subscale scores. Results: There were significant main effects of time (pre- versus post-ICE) for the subscales of teamwork and collaboration, professional identity and patient-centredness, but not for roles and responsibilities. Scores for teamwork and collaboration, professional identity and patient-centredness were all lower post-ICE. Conclusions: The students' less positive attitudes to teamwork and collaboration and professional identity may be due to the experience itself, or because it reinforced negative beliefs about the value of learning from non-medical health professionals. Perhaps the students' idealised view of their future role as a doctor was challenged by the experience, or they had an underdeveloped professional identity. Limited student experience of patients having an active role in their own health care may explain the decrease in attitudes to patient-centredness. A longitudinal qualitative study will explore these results. Discuss ideas arising from the article at www.mededuc.com discuss.
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| 2016 |
Malau-Aduli BS, Teague PA, Turner R, Holman B, Dsouza K, Garne D, et al., 'Improving assessment practice through cross-institutional collaboration: An exercise on the use of OSCEs', Medical Teacher, 38 263-271 (2016) [C1] © 2015 Informa UK Ltd.Background: This study was undertaken to improve assessment practice on OSCEs through collaboration across geographically dispersed medical schools in Austr... [more] © 2015 Informa UK Ltd.Background: This study was undertaken to improve assessment practice on OSCEs through collaboration across geographically dispersed medical schools in Australia.Methods: A total of eleven OSCE stations were co-developed by four medical schools and used in summative 2011 and 2012 examinations for the assessment of clinical performance in the early clinical and exit OSCEs in each schools medical course. Partial Credit Rasch Model was used to evaluate the psychometric properties of the shared OSCE data. Evaluation of the quality assurance reports was used to determine the beneficial impact of the collaborative benchmarking exercise on learning and teaching outcomes.Results: The data for each examination demonstrated sufficient fit to the Rasch model with infit mean square values ranging from 0.88 to 0.99. Person separation (1.25-1.63) indices indicated good reliability. Evaluation of perceived benefits showed that the benchmarking process was successful as it highlighted common curriculum areas requiring specific focus and provided comparable data on the quality of teaching at the participating medical schools.Conclusion: This research demonstrates the validity of the psychometric data and benefits of evaluating clinical competence across medical schools without the enforcement of a prescriptive national curriculum or assessment.
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| 2015 |
Croker A, Hudson JN, 'Interprofessional education: does recent literature from rural settings offer insights into what really matters?', Medical Education, 49 880-887 (2015) [C1]
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| 2015 |
Wilkinson TJ, Hudson JN, McColl GJ, Hu WCY, Jolly BC, Schuwirth LWT, 'Medical school benchmarking - From tools to programmes', Medical Teacher, 37 146-152 (2015) [C1] © 2015 Informa UK Ltd.Background: Benchmarking among medical schools is essential, but may result in unwanted effects. Aim: To apply a conceptual framework to selected benchmarki... [more] © 2015 Informa UK Ltd.Background: Benchmarking among medical schools is essential, but may result in unwanted effects. Aim: To apply a conceptual framework to selected benchmarking activities of medical schools. Methods: We present an analogy between the effects of assessment on student learning and the effects of benchmarking on medical school educational activities. A framework by which benchmarking can be evaluated was developed and applied to key current benchmarking activities in Australia and New Zealand. Results: The analogy generated a conceptual framework that tested five questions to be considered in relation to benchmarking: what is the purpose? what are the attributes of value? what are the best tools to assess the attributes of value? what happens to the results? and, what is the likely "institutional impact" of the results? If the activities were compared against a blueprint of desirable medical graduate outcomes, notable omissions would emerge. Conclusion: Medical schools should benchmark their performance on a range of educational activities to ensure quality improvement and to assure stakeholders that standards are being met. Although benchmarking potentially has positive benefits, it could also result in perverse incentives with unforeseen and detrimental effects on learning if it is undertaken using only a few selected assessment tools.
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| 2015 |
Bonney A, Knight-Billington P, Mullan J, Moscova M, Barnett S, Iverson D, et al., 'The telehealth skills, training, and implementation project: an evaluation protocol.', JMIR Res Protoc, 4 e2 (2015) [C3]
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| 2015 |
Hudson JN, May JA, 'What influences doctors to work in rural locations?', Med J Aust, 202 5 (2015) [C3]
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| 2015 |
Hudson JN, Farmer EA, Weston KM, Bushnell JA, 'Using a framework to implement large-scale innovation in medical education with the intent of achieving sustainability', BMC MEDICAL EDUCATION, 15 (2015) [C1]
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| 2015 |
Poncelet AN, Hudson JN, 'Student Continuity with Patients: A System Delivery Innovation to Benefit Patient Care and Learning (Continuity Patient Benefit)', Healthcare, 3 607-618 (2015) [C1]
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| 2015 | Hudson JN, Thomson B, Weston KM, Knight-Billington PJ, 'When a LIC came to town: the impact of longitudinal integrated clerkships on a rural community of healthcare practice', Rural and Remote Health, 15 (2015) [C1] | ||||||||||
| 2014 |
Bonney A, Albert G, Hudson JN, Knight-Billington P, 'Factors affecting medical students' sense of belonging in a longitudinal integrated clerkship', AUSTRALIAN FAMILY PHYSICIAN, 43 53-57 (2014) [C1]
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| 2014 |
Weston KM, Hudson JN, 'Clinical scholarship among preceptors supervising longitudinal integrated medical clerkships in regional and rural communities of practice', Australian Journal of Rural Health, 22 80-85 (2014) [C1] Objective: All senior medical students at the University of Wollongong undertake a longitudinal integrated community-based clerkship, supervised by experienced general practitione... [more] Objective: All senior medical students at the University of Wollongong undertake a longitudinal integrated community-based clerkship, supervised by experienced general practitioners in a regional or rural community. This study investigates the influence of the longitudinal integrated clerkship model of medical education on scholarship among preceptors in these practice communities. Design: General practitioner preceptors were interviewed after the first student cohort had completed their 38-week placements. Analysis of transcripts identified themes supporting clinical scholarship among preceptors. The entire transcript for each preceptor was analysed, permitting a quantitative determination of each theme. Quotations supporting the themes were selected. Setting: The setting was the primary health care practices supervising the longitudinal integrated clerkship medical students. Participants: Twenty-six preceptors who supervised longitudinal integrated clerkship medical students in rural and regional New South Wales participated. None had previously been involved in this model of medical education. Main outcome measure: The study looked for evidence of clinical scholarship among preceptors supervising students in the longitudinal medical student clerkship. Results: Thematic analysis of interview transcripts revealed evidence of clinical scholarship in regional/rural clinical medicine. The 'practice' was validated as a place where scholarship occurs, an 'academy of learning' and part of the university. About half of the preceptors believed the longitudinal integrated clerkship gave students a deeper link with the community. Two thirds of participants perceived an improved quality of care in their practice. Conclusion: Longitudinal integrated clerkships in teaching communities of practice provide the opportunity for emergence of clinical scholarship among preceptors supporting the learning needs of medical students. © 2014 National Rural Health Alliance Inc.
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| 2014 |
Paliadelis PS, Stupans I, Parker V, Piper D, Gillan P, Lea J, et al., 'The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia', Collegian, (2014) [C1] Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, hi... [more] Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, high-quality care to health consumers. A growing challenge for education providers is to access sufficient clinical placements with experienced supervisors who are skilled at maximising learning opportunities for students. This paper reports on the development and evaluation of an innovative online learning program aimed at enhancing student and clinical supervisors' preparedness for effective workplace-based learning. The evidence-based learning program used 'story-telling' as the learning framework. The stories, which were supported by a range of resources, aimed to engage the learners in understanding student and supervisor responsibilities, as well as the expectations and competencies needed to support effective learning in the clinical environment. Evaluation of this program by the learners and stakeholders clearly indicated that they felt authentically 'connected' with the characters in the stories and developed insights that suggested effective learning had occurred.
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| 2001 |
Hudson JN, Buckley P, McMillen IC, 'Linking cardiovascular theory to practice in an undergraduate medical curriculum', ADVANCES IN PHYSIOLOGY EDUCATION, 25 193-201 (2001) [C1]
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Review (1 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2006 |
Hudson JN, Bristow DR, 'Formative assessment can be fun as well as educational', Advances in Physiology Education (2006) [D1]
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Conference (26 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2015 | Hudson JN, Lethbridge A, Vella S, 'A decline in medical student attitudes to inter-professional learning and patient-centredness following an interdisciplinary clinical experience', ANZAHPE-AMEA 2015 Conference (2015) [E3] | ||||
| 2015 |
Fisher KA, Brown L, Smith T, Hudson N, 'Evaluation of a community engagement program: What do rural healthcare students gain from experiential community-engaged learning?', ANZAHPE-AMEA 2015 Conference (2015) [E3]
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| 2014 | Weston K, Garne D, Hudson JN, Bushnell J, Lloyd S, '"I followed him all the way" - the continuity-of-care experiences of longitudinal clerkship medical students', The 2014 Muster Global Community Engaged Medical Education (2014) [E3] | ||||
| 2014 | Weston K, Lloyd S, Garne D, Hudson JN, Bushnell J, 'What do medical students in an integrated longitudinal clinical placement actually see and do?', The 2014 Muster Global Community Engaged Medical Education (2014) [E3] | ||||
| 2014 | Hudson JN, Weston K, Garne D, Bushnell J, Farmer E, 'Reflection on the value of longitudinal generalist experience for undergraduate medical education', The 2014 Muster Global Community Engaged Medical Education (2014) [E3] | ||||
| 2014 |
Fisher K, Wakely L, Squires K, Shipley L, Wakely K, Brown L, et al., 'A model for enhancing community engagement of undergraduate health professional students on rural placement', The 2014 Muster Global Community Engaged Medical Education (2014) [E3]
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| 2014 |
Knight-Billington P, Pond D, Gill G, Hudson JN, Hespe C, Mullan J, et al., 'Virtual clinics and vertical medical education', The 2014 Muster Global Community Engaged Medical Education (2014) [E3]
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| 2014 | Garne D, Weston K, Bushnell J, Hudson JN, 'A medical workforce for regional, remote and rural Australia: are we on track to fulfill our mission?', The 2014 Muster Global Community Engaged Medical Education (2014) [E3] | ||||
| 2013 | Hudson JN, Azer S, Knight P, AlEshaiwi SM, AlGrain HA, AlKhelaif RA, 'Nervous system examination on YouTube', Proceedings of ANZAHPE 2013 (2013) [E3] | ||||
| 2013 | Hudson JN, Bonney A, Albert G, Knight P, 'Medical Students' Experience of a Longitudinal Integrated Clerkship - Lessons Learned', Handbook & Program of ANZAHPE 2013 Professional Development of Health Professional Educators (2013) [E3] | ||||
| 2013 | Weston K, Hudson JN, 'The influence of Longitudinal Integrated Clerkships on Clinical Scholarship in Regional and Rural Communities of Practice', Handbook & Program of ANZAHPE 2013 Professional Development of Health Professional Educators (2013) [E3] | ||||
| Show 23 more conferences | |||||
Other (1 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2012 | Hudson JN, Weston KM, Farmer EA, 'Reply to Comment on: Medical students on longterm regional and rural placements: What is the financial cost to supervisors?', : Australian Rural Health Education Network (2012) [O1] |
Grants and Funding
Summary
| Number of grants | 2 |
|---|---|
| Total funding | $76,500 |
Click on a grant title below to expand the full details for that specific grant.
20141 grants / $1,500
Muster, Uluru Australia, 27 - 30 October 2014.$1,500
Funding body: University of Newcastle - Faculty of Health and Medicine
| Funding body | University of Newcastle - Faculty of Health and Medicine |
|---|---|
| Project Team | Conjoint Professor Nicky Hudson |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1400917 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20121 grants / $75,000
The validity of UMAT and other selection tools for predicting student academic and non-academic performance in a medical program$75,000
Funding body: ACER (Australian Council for Educational Research)
| Funding body | ACER (Australian Council for Educational Research) |
|---|---|
| Project Team | Associate Professor Marita Lynagh, Professor Brian Kelly, Doctor Graeme Horton, Conjoint Professor David Powis, Doctor Miles Bore, Conjoint Associate Professor Donald Munro, Professor Ian Symonds, Conjoint Professor Nicky Hudson |
| Scheme | UMAT Consortium Research Grant |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2012 |
| GNo | G1201096 |
| Type Of Funding | Grant - Aust Non Government |
| Category | 3AFG |
| UON | Y |
Conjoint Professor Nicky Hudson
Position
Conjoint Professor
School of Medicine and Public Health
Faculty of Health and Medicine
Contact Details
| nicky.hudson@newcastle.edu.au | |
| Phone | (02) 6755 3537 |
| Mobile | 0400493066 |
| Fax | (02) 6761 2355 |
Office
| Room | Tamworth Education Centre, 118-148 Johnston St, Tamworth 2340 |
|---|---|
| Building | Tamworth Education Centre |
| Location | Tamworth , |
