Michaela Kelly

Associate Professor Michaela Kelly is a medical graduate of The University of Queensland and a general practitioner with expertise in aged care. She serves as Deputy Head of the General Practice Clinical Unit (GPCU), Joint Lead for Teaching & Learning, Associate Professor and Principal Speciality Supervisor for General Practice, and Theme Lead for 'Partner and Team Player' in the Academy for Medical Education at the University of Queensland's Faculty of Health, Medicine and Behavioural Sciences.

With a Master of Clinical Education from the University of Melbourne (2017) and extensive teaching experience since 2010, she coordinates the Medicine in Society course and serves as a year two case-based learning tutor. Her educational background includes multiple postgraduate diplomas in Higher Education, Clinical Teaching, and Clinical Education.

Her research focuses on the health and well-being needs of older people, multi-morbidity, rehabilitation within aged care, palliative care, and ethical issues in elderly care. In medical education, she explores vulnerability in healthcare settings, narrative medicine, and opportunities for students to share clinical experiences. Her work emphasizes using medical humanities to nurture clinical skills, collegiality, compassion, and self-care.

Michaela Kelly has published extensively across medical education and aged care domains. Her recent publications examine online teaching materials, near-peer teaching models, LGBTQIASB+ content in medical education, work-based feedback conversations, vulnerability in medicine tutorials, and standards for residential aged care. These works reflect her dual commitment to educational innovation and improving aged care practices.

• Royal Australian College of General Practitioners (RACGP) contributor for aged care guidelines
• Co-author of multiple editions of the RACGP Aged Care Clinical Guide (Silver Book)
• Contributor to Guidelines for the administration of blood products

As an active clinician and educator, she integrates real-world practice with academic rigor, developing programs like 'Mindfulness into compassionate care' and exploring innovative tools like Padlet for clinical reasoning development. Her leadership in near-peer teaching models and focus on creating supportive learning environments demonstrates her commitment to developing compassionate, reflective healthcare professionals.