Kelly Galvin

• Design-based research (DBR), • Qualitative research methods, • Reflexive thematic analysis, • E-learning, blended learning, • Problem-based learning (PBL), • Team-based learning (TBL), • Clinical reasoning • Independent and group decision making • Pedagogy of Kindness (PoK).

Kelly is the Associate Director of the Centre of Learning, Teaching and Scholarship (CLTS) for Torrens Global Education and has 27 years of experience in both teaching and health practitioner industries. Professionally, Kelly has held positions of Senior Advisor in L & T Quality, Senior Learning Experience Designer, Senior Lecturer, Course Leader, and Clinic Supervisor for University programs in Australia and the UK. In 2015, Kelly completed a Master in Education, expanding upon a Graduate Diploma in Education (Adult and Tertiary) gained in 2007. Her passion for educational research extended to finalising a PhD study in 2023, focusing on developing a new approach to problem-based learning and trialling an online tool to assist clinical reasoning development for undergraduate health science students. Kelly’s research focus is in using the design-based research (DBR) methodological framework to explore current educational initiatives with stakeholders. Through combining DBR with qualitative techniques such as reflexive thematic analysis, Kelly has implemented a unique practical research method for education. Her research has led to improvements in undergraduate courses in health studies and inspired a new approach to scaffolding problem-based learning across disciplines for blended learning. Kelly is now in collaboration with DBR experts to increase awareness and expertise for this ethical form of educational research.

Kelly's PhD Thesis is the story of longitudinal design-based research (DBR) using reflexive thematic analysis qualitative method to generate knowledge to enhance clinical reasoning development for undergradate health science students at Torrens University.

Galvin, K. (2023). Clinical Reasoning Development: Enhancing Independent and Group Rational Decision Making. [Doctoral Thesis]. https://doi.org/10.25905/22790777.v1

This poster created to present at the STARS Conference 2023 focuses on 'DP1: Be the Guide in the Hive' from Kelly Galvin's PhD Thesis. This design principle was instrumental in enhancing clinical reasoning development for student participants in both Fully Online Learning (FOL) and Face-to-Face (F2F) modes of delivery. This perspective promotes increased time for teachers and peer mentors to scaffold use of explicit instruction alongside promotion of self-directed learning in PBL

Galvin, K., Moss, T., Townsin, L. (2023). Be the 'Guide in the Hive' to enhance Problem-based learning. [Poster]. https://torrens.figshare.com/articles/poster/Be_the_Guide_in_the_Hive_to_enhance_Problem-based_learning/23542749/1

Kelly is  co-author of a textbook developed to assist students and new graduates entering into clinical professions. Galvin, K., & Bishop, M. (2011). Clinical Case Studies For complementary Therapists: a collaborative approach. Australia: Elsevier. Retrieved from http://www.us.elsevierhealth.com/internal-medicine/case-studies-for-complementary-therapists-e-book/9780729579551/