Rate My Professor Ashlee Forster

Dr. Ashlee Forster serves as Lecturer in Clinical Science and Clinical Practice at The University of Queensland. As a Queensland-trained medical practitioner with a Bachelor of Medicine and Surgery and Medical Science from the same institution, she develops curricula in clinical history-taking, physical examination, procedural skills, and communication skills that support the professional and clinical development of students in the Doctor of Medicine (MD) Program. In the past four years, she has led nine large-cohort courses in Clinical Practice and Integrated Clinical Studies and mentored more than 50 clinical tutors. She currently holds the positions of Academic Lead for Clinical and Professional Learning in Year 1 of the MD Program and Year 1 Educational Adviser.

Forster's research specializations include medical education, focusing on the design, implementation, and evaluation of curricula covering knowledge, skills, professional development, and transition to practice. Her interests also extend to interprofessional education, involving the creation of IPE curricula in health professions education, integration into student placements, and evaluation of its effects on professional development and patient safety. Additionally, she studies medical student and junior doctor wellbeing, examining training challenges, cultural and organizational impacts, and early intervention strategies for mental health. Notable publications encompass conference papers such as "360-degree feedback on the organisational approach to a novel open-plan Objective Structured Clinical Examination (OSCE) in a large Australian medical school" (2024), "Tutor perceptions of using a mobile electronic platform for assessment of foundational history and examination skills in first year medical students" (2023), "Clinical Skills Refresher Program: Proactive support for medical students returning after interruption of studies" (2021), and "Evaluation of team functioning and perceptions of interprofessional education among nursing and medical students in an Advanced Life Support simulation workshop" (2020). Her contributions enhance innovative teaching in clinical skills, team dynamics, and trainee wellbeing.