Heather Alexander

Dr. Heather Alexander is a Professor at Griffith University's School of Medicine with over 25 years of contributions to medical education research. Her work focuses on clinical reasoning assessment, Problem-Based Learning (PBL) implementation, and anatomy education within the MBBS program. Affiliated with Griffith University since at least 2000, she has developed innovative educational frameworks including capstone PBL experiences and integrated anatomy curricula.

Her research interests center on medical education methodologies, particularly clinical reasoning development in medical students, assessment of international medical graduates, and academic integrity in higher education. Key publications reveal expertise in designing PBL environments, evaluating student perceptions of anatomy programs, and implementing mini-CEX assessments. Her work consistently addresses practical challenges in clinical teaching within resource-constrained healthcare settings.

Analysis of her 15 most recent publications shows strong emphasis on educational innovation (73%), clinical assessment (65%), and curriculum development (58%), with growing focus on academic integrity and interprofessional education in later career stages. The publications demonstrate sustained collaboration with key medical education researchers including Tedman, Henderson, and Dugdale.

Scientific contributions include:

• Pioneering PBL implementation in e-learning environments
• Developing frameworks for clinical reasoning assessment
• Creating evaluation models for international medical graduates
• Advancing academic integrity resources through student partnerships

Dr. Alexander provides expert guidance in clinical settings while maintaining active research leadership. Her work bridges educational theory and clinical practice, particularly through the Griffith University MBBS program where she has influenced curriculum design for over a decade. Current research examines student perspectives on academic integrity and capstone collaborative learning experiences.