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Otago Medical School staff profiles

Dr Megan Anakin

PositionLecturer and Education Adviser
DepartmentDean's Department (DSM)
QualificationsBSc(McGill) BFA(NSCAD) BEd(Dalhousie) MEd(Simon Fraser) PhD(Otago)
Research summaryEducation research with a focus on teaching, learning, assessment, and evaluation

Research

Megan Anakin is a Lecturer and Education Adviser in the Education Unit of the Office of the Dean at the Dunedin School of Medicine. Her research aims to enhance our knowledge of students’ and teachers’ understanding and experiences of teaching, learning, assessment, and evaluation in health professional education. The types of questions she asks are: In a given context, how can student learning be optimised? How do the instructional methods, learning opportunities, and assessment practices that teachers use impact their students’ achievement? How does the structure and implementation of curriculum influence student engagement and learning? Her interests focus on students’ experiences of learning and assessment, students’ conceptual development, curriculum and faculty development, and interprofessional education. She has established collaborations with Departments within the Otago School of Medicine and the Schools of Pharmacy and Physiotherapy at the University of Otago, Dunedin; and with the Department of Occupational Therapy at Otago Polytechnic, Dunedin.

In her past life she was a teacher. She has taught in primary, secondary, and tertiary classrooms in Canada, the UK, and New Zealand.

Publications

Pinnock, R., Anakin, M., Lawrence, J., Chignell, H., & Wilkinson, T. (2018). Identifying developmental features in student's clinical reasoning to inform teaching. Medical Teacher. Advance online publication. doi: 10.1080/0142159X.2018.1463433

Anakin, M., Spronken-Smith, R., Healey, M., & Vajoczki, S. (2017). The contextual nature of university-wide curriculum change. International Journal for Academic Development. Advance online publication. doi: 10.1080/1360144X.2017.1385464

Duffull, S. B., Wright, D. F. B., Marra, C. A., & Anakin, M. G. (2017). A philosophical framework for pharmacy in the 21st century guided by ethical principles. Research in Social & Administrative Pharmacy. Advance online publication. doi: 10.1016/j.sapharm.2017.04.049

Gee, W., Anakin, M., & Pinnock, R. (2017). Using theory to interpret how senior clinicians define, learn, and teach clinical reasoning. MedEdPublish, 6(4), 13. doi: 10.15694/mep.2017.000182

Linsell, C., Cox, A., Anakin, M., Jones, R., & Smith, D. (2015). Algebra everywhere: Developing students' algebraic thinking with meaningful dialogue. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice. (pp. 271-288). Wellington, New Zealand: NZCER Press.

Chapter in Book - Research

Linsell, C., Cox, A., Anakin, M., Jones, R., & Smith, D. (2015). Algebra everywhere: Developing students' algebraic thinking with meaningful dialogue. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice. (pp. 271-288). Wellington, New Zealand: NZCER Press.

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Journal - Research Article

Pinnock, R., Anakin, M., Lawrence, J., Chignell, H., & Wilkinson, T. (2018). Identifying developmental features in student's clinical reasoning to inform teaching. Medical Teacher. Advance online publication. doi: 10.1080/0142159X.2018.1463433

Anakin, M., Spronken-Smith, R., Healey, M., & Vajoczki, S. (2017). The contextual nature of university-wide curriculum change. International Journal for Academic Development. Advance online publication. doi: 10.1080/1360144X.2017.1385464

Gee, W., Anakin, M., & Pinnock, R. (2017). Using theory to interpret how senior clinicians define, learn, and teach clinical reasoning. MedEdPublish, 6(4), 13. doi: 10.15694/mep.2017.000182

Duffull, S. B., Wright, D. F. B., Marra, C. A., & Anakin, M. G. (2017). A philosophical framework for pharmacy in the 21st century guided by ethical principles. Research in Social & Administrative Pharmacy. Advance online publication. doi: 10.1016/j.sapharm.2017.04.049

van der Meer, J., Berg, D., Smith, J., Gunn, A., & Anakin, M. (2015). Shorter is better: Findings of a bite-size mobile learning’ pilot project. Creative Education, 6(3), 273-282. doi: 10.4236/ce.2015.63026

Nairn, K., Cameron, J., Anakin, M., Juntrasook, A., Wass, R., Sligo, J., & Morrison, C. (2015). Negotiating the challenge of collaborative writing: Learning from one writing group's mutiny. Higher Education Research & Development, 34(3), 596-608. doi: 10.1080/07294360.2014.973383

Linsell, C., & Anakin, M. (2012). Diagnostics assessment of pre-service teachers' mathematical content knowledge. Mathematics Teacher Education & Development, 14(2), 4-27.

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