معرفی
Natalia Bilton is a Lecturer in Anatomy and Physiology at Charles Sturt University's School of Dentistry and Medical Sciences, specializing in innovative pedagogy for first-year nursing and paramedic students. She develops alternative teaching methods that simplify complex anatomical and physiological concepts while accommodating diverse learning styles and non-traditional student backgrounds.
Her research focuses on Indigenous science education and culturally responsive teaching practices, notably through collaboration with Dr. Tyson Yunkaporta on the 8 Aboriginal Ways of Learning framework. Bilton pioneered a new pedagogy for anatomy and physiology instruction and has led the Indigenous Science Education Program at CSU's Port Macquarie campus for three years. Her work emphasizes cultural competence in healthcare education and concept mapping techniques to enhance student understanding.
Dr. Bilton serves as a respected mentor in the Scholarship of Teaching and Learning (SoTL), guiding colleagues in educational research publication and pedagogical development. Her recent publications demonstrate strong trends in paramedic education innovation, mental health placement design, and Indigenous knowledge integration in medical curricula.
- Senior Fellow of the Higher Education Academy (2019)
- World Teachers Day Award Recognition
- Australian College of Educators Recognition
As a teaching-focused academic, Bilton actively contributes to cross-campus teaching quality initiatives and curriculum development for Indigenous Australian content. She mentors early-career educators in SoTL and has received multiple teaching awards for her innovative approaches. Her leadership extends to strategic coordination of First Nations initiatives within the Faculty of Science and Health, focusing on student success and academic staff cultural capability development.
Bilton directs the Indigenous Science Education Program and participates in committees implementing Indigenous content across courses. Her work bridges traditional biomedical knowledge with Indigenous perspectives, creating more inclusive educational frameworks for healthcare students.
