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Wai Yee Amy Wong

Research Fellow - Nursing and Midwifery Education and Practice Research, Queen's University Belfast

Dr Amy Wong is a post-doc researcher in health professions education with international experience in teaching and learning in higher education. She has worked extensively with educators and practitioners in health professions in assessment design and quality assurance. Amy also has experience of collaborating with staff across diverse disciplines in supporting evidence-informed teaching and learning practices. Amy’s methodological expertise covers both quantitative and qualitative analyses. She has recently completed her PhD at The University of Queensland in Australia. Her PhD research explored the factors that influence examiner judgements of student performance and the effectiveness of providing examiners with feedback in a case study of competency-based assessment in medical education. Amy has presented her PhD findings in conferences in the UK, Europe, Canada and Australia. Her research interests include competency-based assessment, examiner judgements, evaluation, quality assurance and learning analytics to enhance teaching and learning practices in higher and health professions education.

Experience

  • –present
    Research Fellow in Nursing and Midwifery Education and Practice Research, Queen's University Belfast
  • 2016–2019
    Applied Learning Analyst, The University of Queensland
  • 2014–2016
    Data Analyst (Learning Analytics), The University of Queensland

Education

  • 2019 
    Advance HE (Higher Education Academy), Senior Fellow
  • 2019 
    The University of Queensland, PhD in Medical/Higher Education
  • 2012 
    The University of Queensland, Master of Educational Studies (Advanced) (Leadership and Mathematics)
  • 2004 
    The University of Queensland, Bachelor of Arts (Economics and Psychology)/Bachelor of Education (Secondary)

Publications

  • 2020
    Impact of structured feedback on examiner judgements in objective structured clinical examinations (OSCEs) using generalisability theory, Health Professions Education. doi: 10.1016/j.hpe.2020.02.005
  • 2017
    Online examiner calibration across specialties, The Clinical Teacher doi: 10.1111/tct.12701
  • 2017
    “On the same page”? The effect of GP examiner feedback on differences in rating severity in clinical assessments: A pre/post intervention study, BMC Medical Education doi: 10.1186/s12909-017-0929-9
  • 2016
    Using a risk management approach in analytics for curriculum and program quality improvement, Proceedings of the 1st Learning Analytics for Curriculum and Program Quality Improvement Workshop
  • 2015
    Teaching clinical skills by utilising community patient volunteers - a program evaluation, Focus on Health Professional Education
  • 2013
    Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education, Assessment & Evaluation in Higher Education doi: 10.1080/02602938.2013.844222