Katie Fisher

Dr. Katie Fisher is a Conjoint Lecturer at the University of Newcastle's School of Medicine and Public Health. She is an active General Practitioner Researcher and Specialist with clinical and research expertise in telehealth, primary care, and medical education. Her academic work focuses on optimizing general practice training, telehealth implementation, and antibiotic stewardship within primary care settings.

• Doctor of Medicine, University of New South Wales
• Bachelor of Medical Studies, University of New South Wales

Dr. Fisher's research centers on telehealth delivery modalities, antibiotic prescribing patterns, and the integration of teaching roles within general practice training. Her work examines video versus telephone consultations, socioeconomic factors affecting telehealth access, and the impact of educational interventions on clinical practice. She investigates how near-peer teaching by registrars strengthens both medical education and clinical skills development, contributing to workforce sustainability in general practice.

Her publication trends reveal a strong focus on primary care quality improvement, with particular emphasis on respiratory infection management, telehealth equity, and general practice training evaluation. Recent work analyzes billing patterns, asthma medication prescribing, and the relationship between clinical practice quality and examination performance.

• Active participant in the Registrar Clinical Encounters in Training (ReCEnT) cohort study
• Collaborates extensively with Parker Magin, Alison Fielding, and Liz Holliday

Dr. Fisher supervises research within the ReCEnT study framework, examining registrar training outcomes and clinical practice patterns. Her work informs national general practice training standards and telehealth implementation strategies, with findings published in high-impact journals including Family Practice, BMC Medical Education, and the Journal of Medical Internet Research. Current research explores sustainable models for integrating teaching roles into general practice training pathways.