Judit Kibedi

Dr. Judit Kibedi is a Lecturer in the School of Biomedical Sciences within the Faculty of Medicine at the University of Queensland, where she has served as a teaching-focused academic since 2004. She oversees large first- and second-year courses in biomedical sciences, emphasizing direct mentorship of students' learning and development through collaborative peer and mentor activities and dialogue. Kibedi is particularly invested in developing tutors as effective, high-quality mentors to support every student. Her academic background includes a Bachelor of Science, a Bachelor of Science (Advanced Honours), and a Doctor of Philosophy from The University of Queensland. Her PhD thesis, completed in 2016 in the School of Biomedical Sciences, titled 'An Investigation on the Ecological Significance of the Terrestrial Context in Predator-Prey Interactions between Echolocating Bats and the Australian Field Cricket (Teleogryllus spp.)', explores ecological dynamics in predator-prey relationships.

Kibedi's research interests center on students’ mastery of science communication and thinking skills, particularly the acquisition of conventions in science writing, critical thinking, and science literacy during early academic years. She investigates the strategies students employ for this development, how they use and apply feedback, and methods to enhance tutors’ skills in constructing and delivering rich, transferable feedback. Currently, she collaborates with students as partners in the co-creation, review, design, and evaluation of biomedical science courses. Key publications include 'Development of university teaching assistants’ self-efficacy for working with diverse learners' by Bradley, Burgess, and Kibedi (2025, International Journal of Innovation in Science and Mathematics Education); 'Students' approaches to developing scientific communication skills' by Faber, Colthorpe, Ainscough, and Kibedi (2024, Advances in Physiology Education); 'A journey to BSEEN: bringing career pathways to the Biomedical Science experience' by Kibedi et al. (2022); 'Biomedical science students’ intended graduate destinations' by Panaretos, Colthorpe, Kibedi, and Ainscough (2019, International Journal of Innovation in Science and Mathematics Education); and 'Using inquiry-based practicals to promote students’ critical evaluation of the scientific literature and maturation of their understanding of the nature of scientific knowledge' by Zimbardi, Loyle-Langholz, Kibedi, and Colthorpe (2015). She has secured funding for 2026-2027 to investigate biomedical science students' perspectives on AI skills needed for future careers through the Physiology Education Grant Scheme. Her work contributes to advancing pedagogy in biomedical education.