Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

Emma Osborne

Emma OsborneProfessional Practice Fellow, Wellington

Email: emma.osborne@otago.ac.nz
Phone: +64 4 806 1593 - Extension on Wellington Campus 4593

About Emma

Emma joined Student Learning Development in July 2015. She is the learning advisor for the Wellington campus and for distance students taking papers taught out of the Wellington campus. She is available to support students in person at UOW, via email or Zoom. She is can assist students with academic writing, presenting and study strategies.

Emma has previously worked as a learning advisor for Massey University, supporting students from first year to thesis level. She has recently completed her Masters of Education in adult education, with a focus on how people learn in the context of community development. Her research interests include e-learning and teaching & learning in medical education.

Emma works part time and is available to meet students and staff on Mondays, Wednesdays and Thursdays. Her office is located in the Medical Education Unit on Level F of the Link Block.

^ Top of page

Publications

Osborne, E., Anderson, V., & Robson, B. (2020). Students as epistemological agents: Claiming life experience as real knowledge in health professional education. Higher Education. Advance online publication. doi: 10.1007/s10734-020-00571-w

Grainger, R., Grove, C., Osborne, E., & Lomax-Sawyers, I. (2020). Creating learning environments which acknowledge students' lived experience of the health curriculum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 318). Retrieved from https://anzahpe.org

Grainger, R., Dai, W., Osborne, E., & Kenwright, D. (2018). Medical students create multiple-choice questions for learning in pathology education: A pilot study. BMC Medical Education, 18, 201. doi: 10.1186/s12909-018-1312-1

Osborne, E., Anderson, V., & Robson, B. (2018). Students' encounters with their lived experiences in higher education. Proceedings of the Higher Education Development Centre (HEDC) Symposium: Celebrating Higher Education. (pp. 4). Retrieved from https://www.otago.ac.nz/hedc

Kenwright, D., Grainger, R., Osborne, E., & Dai, W. (2018). Pots on the net: Student usage of a virtual pathology museum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]

Journal - Research Article

Osborne, E., Anderson, V., & Robson, B. (2020). Students as epistemological agents: Claiming life experience as real knowledge in health professional education. Higher Education. Advance online publication. doi: 10.1007/s10734-020-00571-w

Grainger, R., Dai, W., Osborne, E., & Kenwright, D. (2018). Medical students create multiple-choice questions for learning in pathology education: A pilot study. BMC Medical Education, 18, 201. doi: 10.1186/s12909-018-1312-1

Kenwright, D., Dai, W., Osborne, E., Gladman, T., Gallagher, P., & Grainger, R. (2017). “Just tell me what I need to know to pass the exam!” Can active flipped learning overcome passivity? Asia Pacific Scholar, 2(1), 1-6.

Kenwright, D., Osborne, E., Dai, W., & Grainger, R. (2016). Drivers of openness to online and flipped learning in medical education. MedEdPublish, 5(2), 52. doi: 10.15694/mep.2016.000080

^ Top of page

Journal - Research Other

Kenwright, D., Dai, W., Osborne, E., & Grainger, R. (2016). Tips for a flipped classroom: What we wished we knew before we flipped. MedEdPublish, 5(2), 51. doi: 10.15694/mep.2016.000079

^ Top of page

Conference Contribution - Published proceedings: Abstract

Grainger, R., Grove, C., Osborne, E., & Lomax-Sawyers, I. (2020). Creating learning environments which acknowledge students' lived experience of the health curriculum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 318). Retrieved from https://anzahpe.org

Osborne, E., Anderson, V., & Robson, B. (2018). Students' encounters with their lived experiences in higher education. Proceedings of the Higher Education Development Centre (HEDC) Symposium: Celebrating Higher Education. (pp. 4). Retrieved from https://www.otago.ac.nz/hedc

Kenwright, D., Grainger, R., Osborne, E., & Dai, W. (2018). Pots on the net: Student usage of a virtual pathology museum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]

Grainger, R., Dai, A., Osborne, E., & Kenwright, D. (2018). Student-generated MCQs: Students don't like it even though it's good for them. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]

Dai, W., Wood, E., Grainger, R., Osborne, E., & Kenwright, D. (2018). Do students think the biomedical curriculum supports their clinical diagnosis and reasoning? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]

Osborne, E., Grainger, R., Dai, W., & Kenwright, D. (2018). Small changes, big differences: Increasing the perceived value of a student-generated MCQ bank. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]

Grainger, R., Dai, A., Osborne, E., & Kenwright, D. (2017). Capable but cautious: Medical students are highly capable of creating and critiquing sophisticated MCQs but did not trust the reliability of peer learning. Proceedings of the Association for Medical Education in Europe (AMEE) Conference. 1016. Retrieved from https://www.amee.org

Kenwright, D., Dai, W., Osborne, E., & Grainger, R. (2017). Co-creation improves motivation and self-efficacy in the liminal space between teaching and assessment in healthcare professional education: An action research investigation. Proceedings of the Association for Medical Education in Europe (AMEE) Conference. 969. Retrieved from https://www.amee.org

Osborne, E., Fleming, K., Tietjens, D., Gladman, T., & McKinlay, E. (2017). Tailored and timely: Transforming our campus’s approach to student support. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

^ Top of page

Conference Contribution - Verbal presentation and other Conference outputs

Osborne, E., Grainger, R., Dai, W., & Kenwright, D. (2018, June). Small changes, big differences: Increasing the perceived value of a student-generated MCQ bank. Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.

Dai, W., Wood, E., Grainger, R., Osborne, E., & Kenwright, D. (2018, June). Do students think the biomedical curriculum supports their clinical diagnosis and reasoning? Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.

Osborne, E. (2016, March). Openness to online learning: Exploring the effects of course design and student motivation. Verbal presentation at the Ottawa and Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Joint Conference, Perth, Australia.

Osborne, E. (2016, August). Critical thinking in your literature review. Verbal presentation at the Postgraduate Research Student Symposium, Wellington, New Zealand.

More publications...