A/PROF Anna Ryan

A/PROF Anna Ryan


  • Medical Education (Health Professions Education, Learning, Development, Curriculum, Assessment, Feedback, Automated Feedback, Test Enhanced Learning, Assessment Literacy)



  • Anna is the Director of Assessment in the Department of Medical Education. Anna’s driving interest is using of assessments to guide self-assessment and subsequent learning, while still supporting the traditional role assessments play in certifying competence and ensuring patient safety. Anna is a medical doctor and a chiropractor. In addition to her clinical qualifications she has a number of educational qualifications and PhD in Medical Education. She has an active program of research and supervises MD research projects, EXCITE Masters and PhD candidates. She is currently taking part in an international research collaboration with University of Toronto focused on test-enhanced transfer of learning which explores the timing and content of feedback for retention and transfer of knowledge. Anna co-ordinates and teaches Assessing Clinical Learners, a core subject of the EXCITE Graduate Certificate in Clinical Teaching. She serves on the DME Executive, the MD Operations Committee the MD Redesign Committee and the DME Research & Research Training Committee. Anna also holds a number of Faculty level positions including membership of the MDHS Academic Careers @ Melbourne Advisory Group, Staff Mentoring Advisory Committee and the Faulty Learning Teaching and Strategy Committee.   


Member of

  • Chiropractors Board of Australia, AHPRA. Victorian Practitioner Member 2015 -
  • Australian Medical Schools Accrediation Team. Accreditation Team Member 2014 -
  • Association for the Study of Medical Education. ASME 2013 -
  • Association for Medical Education in Europe. AMEE 2012 -
  • Australian & New Zealand Association of Health Professional Educators. ANZAHPE 2011 -
  • Chiropractors & Osteopaths College of Australia. Certified Practicing Member 1997 -


Selected publications


Additional Grant Information

  • Competitive International Grants as Co-Principle Investigator: Timing and content of Feedback for test-enhanced transfer of learning through multiple-choice questions. Ryan A (University of Melbourne) & Kulasegaram K (University of Toronto). Edward J Stemmler Medical Education Research Foundation (administered by the National Board of Medical Examiners, United States of America). $138,000 USD from the 2017 funding round. Learning and Teaching Innovation Grants, University of Melbourne 2018 Feed Forward: mining assessment data to guide future study. Mulhern T, et al 2017 Promoting self-regulatory capacity in large biomedical cohorts. Molloy E, Ryan A, Bak C, Russell J. 2016 Video orientation & feedback on assessment. Judd T, Ryan A. 2015 Assessment of and feedback on student interviews. Judd T, Ryan A, Flynn E. 2014 Utilising wearable cameras for teaching, learning & self-assessment. Judd T, Ryan A, McColl G. 2014 Progress testing & Feedback. Ryan A, Judd T, McColl G.   


Education and training

  • PhD, University of Melbourne 2015
  • Grad. Cert. Uni. Teaching, University of Melbourne 2010
  • MBBS, University of Melbourne 2007
  • Grad. Cert. Acu, Melbourne College of Acupuncture 2003
  • Grad. Dip. V.E.T., University of Melbourne 2001
  • B.App.Sc (Chiro), Royal Melbourne Institute of Technology 1996
  • B. Clin Sci, Royal Melbourne Institute of Technology 1996

Awards and honors

  • Faculty of Medicine Dentistry & Health Sciences Award for Program Innovation, 2017
  • APA PhD Scholarship, 2012
  • (regretfully declined), John Flynn Scholarship, 2004
  • Dean's Honours List - Outstanding Academic Achievement, 2000


Available for supervision

  • Y

Supervision Statement

  • Anna's research interests include assessment and feedback innovations.  Her current work investigates the presentation of assessment data to learners in a way that enhances their learning (both knowledge acquisition & long term retention), is cost effective and is acceptable to stakeholders.  Her PhD research explored the influence of different kinds of post-test feedback on medical student learning behaviours and knowledge acquisition as measured by test results, study diaries, interview and quesitonnaires.  Feedback types used in the experiment included normative information, curriculum references and certainty data.  Her post-doctoral research is continuing to develop this work.

    Anna currently supervises Doctor of Medicine, Masters & PhD research students.