Dr Christy Noble
Affiliate Senior Lecturer
School of Pharmacy
Researcher biography
Christy is registered pharmacist with more than 17 years' experience as a clinical educator and educational researcher, in both academic and clinical settings. Her clinical education experiences have been underpinned by my formal postgraduate qualifications, Master of Education (Clinical Education) and Doctor of Philosophy (Pharmacy Education). Her Doctor of Philosophy (University of Queensland, 2014) examined pharmacy curriculum and its influence on professional identity formation. This research has served as a platform for an ongoing research program in workplace learning in medical and health professional education, which has been recognised internationally.
Publications
Book Chapters
Scarff, Catherine, Noble, Christy, Kumar, Koshila and Hu, Wendy (2024). Mixed methods research: The sum is greater than the parts. Starting Research in Clinical Education. (pp. 99-106) edited by Eliot Rees, Alison Ledger and Kim Walker. Chichester, West Sussex United Kingdom: Wiley-Blackwell.
Billett, Stephen, Sweet, Linda and Noble, Christy (2023). Learning and participatory practices at work: understanding and appraising learning through workplace experiences. Researching Medical Education. (pp. 241-250) edited by Jennifer Cleland and Steven J. Durning . West Sussex, United Kingdom: John Wiley & Son. doi: 10.1002/9781119839446.ch22
Molloy, Elizabeth, Noble, Christy and Ajjawi, Rola (2019). Attending to emotion in feedback. The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners. (pp. 83-105) edited by Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy. Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-030-25112-3_6
Noble, Christy, Sly, Christine, Collier, Leigh, Armit, Lyn, Hilder, Joanne and Molloy, Elizabeth (2019). Enhancing feedback literacy in the workplace: a learner-centred approach. Augmenting health and social care students’ clinical learning experiences: outcomes and processes. (pp. 283-306) edited by Stephen Billett, Jennifer Newton, Gary Rogers and Christy Noble. Cham, Switzerland: Springer Nature. doi: 10.1007/978-3-030-05560-8_13
Stephen Billett, Christy Noble and Linda Sweet (2018). Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings. A practical guide for learning and teaching in a clinical context. (pp. 207-220) edited by Clare Delany and Elizabeth Molloy. Chatswood, NSW, Australia: Elsevier.
Noble, Christy and Billett, Stephen (2017). Transitioning to effective medical practice: junior doctors' learning through co-working with pharmacists. Interactional competences in institutional settings: from school to the workplace. (pp. 253-279) edited by Simona Pekarek Doehler, Adrian Bangerter, Geneviève de Weck, Laurent Filliettaz, Esther González-Martínez and Cécile Petitjean. Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-319-46867-9_10
Billett, Stephen and Noble, Christy (2017). Individuals’ mediation of learning professional practice: co-working and learning to prescribe. Agency at work: an agentic perspective on professional learning and development. (pp. 205-227) edited by Michael Goller and Susanna Paloniemi. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-60943-0_11
Noble, Christy and Billett, Stephen (2016). Sustaining and transforming the practice of communities: developing professionals' working practices. Supporting learning across working life: models, processes and practices. (pp. 147-167) edited by Stephen Billett, Darryl Dymock and Sarojni Choy. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-29019-5_8
Journal Articles
Soosay Raj, Trisha, Noble, Christy, Moreira, Daniel C and Gray, Amy Zigrida (2025). Factors shaping learning in clinical environments for healthcare professionals in low- and middle-income countries: a scoping review protocol. BMJ Open, 15 (3) e095787, e095787. doi: 10.1136/bmjopen-2024-095787
Stehlik, Paulina, Withers, Caitlyn, Bourke, Rachel C., Barnett, Adrian G., Brandenburg, Caitlin, Noble, Christy, Bannach-Brown, Alexandra, Keijzers, Gerben B., Scott, Ian A., Glasziou, Paul P., Veysey, Emma C., Mickan, Sharon, Morgan, Mark, Joshi, Hitesh, Forrest, Kirsty, Campbell, Thomas G. and Henry, David A. (2025). Mandatory research projects during medical specialist training in Australia and New Zealand: a survey of trainees' experiences and reports. Medical Journal of Australia, 222 (5), 231-239. doi: 10.5694/mja2.52611
Noble, Christy, Billett, Stephen, Furness, Linda, Carrigan, Brendan, O’Shannessy, Megan, Teodorczuk, Andrew and Ajjawi, Rola (2025). The Possibilities of Observational Research in Workplace Learning: The Case of Video‐Reflexive Ethnography. The Clinical Teacher, 22 (1) e70010, e70010-1. doi: 10.1111/tct.70010
Noble, Christy, Ajjawi, Rola, Billett, Stephen and Goldszmidt, Mark (2025). How to Approach Qualitative Observational Research in Workplace Learning. The Clinical Teacher, 22 (1) e70005, e70005-1. doi: 10.1111/tct.70005
Thomas, Jade, Yong, Faith R., Kryzyaniak, Natalia, Noble, Christy and Freeman, Christopher R. (2025). Pharmacogenomic curriculum in Australian medical schools: a content analysis study. Pharmacogenomics, ahead-of-print (ahead-of-print), 1-9. doi: 10.1080/14622416.2025.2452834
Brumpton, Kay, Sturman, Nancy, O'Shannessy, Megan, Noble, Christy and Billett, Stephen (2024). Pandemic impacts on rural general practice: Trainees and supervision team working and learning together. Australian Journal of Rural Health, 32 (5), 1054-1061. doi: 10.1111/ajr.13185
Brandenburg, Caitlin, Hilder, Joanne, Noble, Christy, Liang, Rhea, Forrest, Kirsty, Joshi, Hitesh, Keijzers, Gerben, Mickan, Sharon, Pearson, David, Scott, Ian A., Veysey, Emma and Stehlik, Paulina (2024). “Luck of the draw really”: a qualitative exploration of Australian trainee doctors’ experiences of mandatory research. BMC Medical Education, 24 (1) 1021, 1-11. doi: 10.1186/s12909-024-05954-6
McCormack, Joanna, Noble, Christy, Rutherford, Shannon, Ross, Lynda J. and Bialocerkowski, Andrea (2024). Integrating the sustainable development goals into health professions’ curricula: using the nominal group technique to guide their contextualisation. BMC Medical Education, 24 (1) 972, 1-13. doi: 10.1186/s12909-024-05968-0
Billett, Stephen, Noble, Christy, Sturman, Nancy, O'Shannessy, Megan, Brumpton, Kay and Le, Anh Hai (2024). Reimagining rural clinical education from lessons learnt during COVID. The Clinical Teacher, 21 (4) e13732, 1-7. doi: 10.1111/tct.13732
Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 25 (5), 1-22. doi: 10.1080/14623943.2024.2372882
Brandenburg, Caitlin, Stehlik, Paulina, Noble, Christy, Wenke, Rachel, Jones, Kristen, Hattingh, Laetitia, Dungey, Kelly, Branjerdporn, Grace, Spillane, Ciara, Kalantari, Sharmin, George, Shane, Keijzers, Gerben and Mickan, Sharon (2024). How can healthcare organisations increase doctors' research engagement? A scoping review. Journal of Health Organization and Management, 38 (2), 227-247. doi: 10.1108/jhom-09-2023-0270
McCormack, Joanna, Noble, Christy and Mattick, Karen (2024). Health workforce under pressure—how do we sustain our future?. Medical Education, 58 (1), 5-7. doi: 10.1111/medu.15267
Mattick, Karen and Noble, Christy (2023). Education and educational interventions: moving beyond information provision. BMJ Quality & Safety, 33 (1) 016273, bmjqs-2023. doi: 10.1136/bmjqs-2023-016273
Noble, Christy, Young, Jessica, Brazil, Victoria, Krogh, Kristian and Molloy, Elizabeth (2023). Developing residents’ feedback literacy in emergency medicine: Lessons from design‐based research. AEM Education and Training, 7 (4) e10897, 1-11. doi: 10.1002/aet2.10897
Noble, Christy, Hilder, Joanne, Billett, Stephen, Teodorczuk, Andrew and Ajjawi, Rola (2023). Supervisory knowing in practice across medical specialities. Advances in Health Sciences Education, 29 (1), 1-22. doi: 10.1007/s10459-023-10251-w
Ajjawi, Rola, Bearman, Margaret, Molloy, Elizabeth and Noble, Christy (2023). The role of feedback in supporting trainees who underperform in clinical environments. Frontiers in Medicine, 10 1121602, 1-8. doi: 10.3389/fmed.2023.1121602
Martin, R., Copley, J., Dunwoodie, R., Forbes, R., Joyce, L., Mandrusiak, A., Noble, C., Pearson, A., Radford, J., Wilkinson, T. and Sheehan, D. (2023). The future role of healthcare mentors and coaches in navigating workplace culture. Focus on Health Professional Education, 24 (1), 95-103. doi: 10.11157/fohpe.v24i1.706
Coombes, Ian, Donovan, Peter, Bullock, Brooke, Mitchell, Charles and Noble, Christy (2023). Can a novel constructivist theory-informed feedback intervention reduce prescribing errors ? A pre-post study. BMC Medical Education, 23 (1) 150, 1-8. doi: 10.1186/s12909-023-04095-6
Hor, Su-yin, Dadich, Ann, Gionfriddo, Michael R., Noble, Christy, Wyer, Mary and Mesman, Jessica (2023). Research as care: practice-based knowledge translation as transformative learning through video-reflexive ethnography. Health Sociology Review, 32 (1), 60-74. doi: 10.1080/14461242.2022.2161406
McCormack, Joanna, Rutherford, Shannon, Ross, Lynda J., Noble, Christy and Bialocerkowski, Andrea (2023). How do dietetics students learn about sustainability? A scoping review. Nutrition and Dietetics, 80 (2), 143-153. doi: 10.1111/1747-0080.12795
Noble, Christy and Mattick, Karen (2023). From health advocacy to collective action. Medical Education, 57 (7), 603-605. doi: 10.1111/medu.15029
Ajjawi, Rola, Bearman, Margaret, Sheldrake, Michelle, Brumpton, Kay, O'Shannessy, Megan, Dick, Marie-Louise, French, Matthew and Noble, Christy (2022). The influence of psychological safety on feedback conversations in general practice training. Medical Education, 56 (11) e14881, 1096-1104. doi: 10.1111/medu.14881
Mickan, S, Wenke, Rachel, Weir, Kelly, Bialocerkowski, Andrea and Noble, Christy (2022). Using knowledge brokering activities to promote allied health clinicians’ engagement in research: a qualitative exploration. BMJ Open, 12 (4) e060456, e060456. doi: 10.1136/bmjopen-2021-060456
Molloy, Elizabeth, Noble, Christy and Hu, Wendy (2022). Voicing self-appraisal as a component of learner feedback literacy: is it realistic when the chips are down?. Focus On Health Professional Education-A Multidisciplinary Journal, 23 (3), 1-5.
Brandenburg, Caitlin, Noble, Christy, Wenke, Rachel, Hughes, Ian, Barrett, Anthony, Wellwood, Jeremy and Mickan, Sharon (2021). Relationship between research culture and research activity of medical doctors: a survey and audit. Journal of Multidisciplinary Healthcare, Volume 14, 2137-2150. doi: 10.2147/jmdh.s319191
Tai, Joanna, Fischer, Juan and Noble, Christy (2021). Observational studies in health professional education research. Focus on Health Professional Education, 22 (1), 94-111. doi: 10.11157/fohpe.v22i1.536
Withers, Caitlyn, Noble, Christy, Brandenburg, Caitlin, Glasziou, Paul P. and Stehlik, Paulina (2021). Selection criteria for Australian and New Zealand medical specialist training programs: another under-recognised driver of research waste. Medical Journal of Australia, 215 (7) mja2.51250, 336-336.e1. doi: 10.5694/mja2.51250
Noble, Christy, Young, Jessica, Hourn, Ellen and Sheehan, Dale (2020). Becoming clinical supervisors: identity learnings from a registrar faculty development program. Perspectives on Medical Education, 10 (2), 125-129. doi: 10.1007/s40037-020-00642-9
Billett, Stephen and Noble, Christy (2020). Utilizing pedagogically rich work activities to promote professional learning. Education et Didactique, 14 (3), 137-150. doi: 10.4000/educationdidactique.7943
Lawler, Lois, Noble, Christy, Plunkett, Emily, Wenke, Rachel and Johns, Lise (2020). Exploration of clinicians’ perspectives of using a bereavement risk screening tool in a palliative care setting: a qualitative study. Bereavement Care, 39 (3), 133-140. doi: 10.1080/02682621.2020.1828769
Wenke, Rachel, Noble, Christy, Weir, Kelly A. and Mickan, Sharon (2020). What influences allied health clinician participation in research in the public hospital setting: a qualitative theory-informed approach. BMJ Open, 10 (8) e036183, 1-11. doi: 10.1136/bmjopen-2019-036183
Hilder, Joanne, Mickan, Sharon, Noble, Christy, Weir, Kelly A. and Wenke, Rachel (2020). Outcomes of a funding initiative to promote allied health research activity: a qualitative realist evaluation. Health Research Policy and Systems, 18 (1) 71, 71. doi: 10.1186/s12961-020-00572-2
Phang, Dana T. Y., Rogers, Gary D., Hashem, Fahid, Sharma, Siddharth and Noble, Christy (2020). Factors influencing junior doctor workplace engagement in research: An Australian study. Focus on Health Professional Education: A Multi-Professional Journal, 21 (1), 13-28. doi: 10.11157/fohpe.v21i1.299
Matus, Janine, Mickan, Sharon and Noble, Christy (2020). Developing occupational therapists’ capabilities for decision-making capacity assessments: how does a support role facilitate workplace learning?. Perspectives on Medical Education, 9 (2), 74-82. doi: 10.1007/s40037-020-00569-1
Stehlik, Paulina, Noble, Christy, Brandenburg, Caitlin, Fawzy, Peter, Narouz, Isaac, Henry, David and Glasziou, Paul (2020). How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula. BMJ Open, 10 (3) e034962, e034962. doi: 10.1136/bmjopen-2019-034962
Ajjawi, Rola, Hilder, Joanne, Noble, Christy, Teodorczuk, Andrew and Billett, Stephen (2020). Using video‐reflexive ethnography to understand complexity and change practice. Medical Education, 54 (10) medu.14156, 908-914. doi: 10.1111/medu.14156
McCormack, Joanna, Noble, Christy, Ross, Lynda, Cruickshank, Denise and Bialocerkowski, Andrea (2019). How do foodservice dietitians and dietetic students learn about environmental sustainability? A scoping review protocol. BMJ Open, 9 (11) e032355, e032355. doi: 10.1136/bmjopen-2019-032355
Molloy, Elizabeth, Ajjawi, Rola, Bearman, Margaret, Noble, Christy, Rudland, Joy and Ryan, Anna (2019). Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Medical Education, 54 (1) medu.13802, 33-39. doi: 10.1111/medu.13802
Noble, Christy, Billett, Stephen, Armit, Lyn, Collier, Leigh, Hilder, Joanne, Sly, Christine and Molloy, Elizabeth (2019). “It’s yours to take”: generating learner feedback literacy in the workplace. Advances in Health Sciences Education, 25 (1), 55-74. doi: 10.1007/s10459-019-09905-5
Noble, Christy, Billett, Stephen, Hilder, Joanne, Teodorczuk, Andrew and Ajjawi, Rola (2019). Enriching medical trainees’ learning through practice: a video reflexive ethnography study protocol. BMJ Open, 9 (8) e031577, 1-9. doi: 10.1136/bmjopen-2019-031577
Noble, Christy, McKauge, Leigh and Clavarino, Alexandra (2019). Pharmacy student professional identity formation: a scoping review. Integrated Pharmacy Research and Practice, Volume 8, 15-34. doi: 10.2147/iprp.s162799
Billett, Stephen, Newton, Jennifer, Rogers, Gary and Noble, Christy (2019). Preface. Professional and Practice-based Learning, 25, vii-xvii.
Noble, Christy, Billett, Stephen R., Phang, Dana T Y, Sharma, Siddharth, Hashem, Fahid and Rogers, Gary D. (2018). Supporting resident research learning in the workplace: A rapid realist review. Academic Medicine : journal of the Association of American Medical Colleges, 93 (11), 1732-1740. doi: 10.1097/ACM.0000000000002416
Noble, Christy, Grealish, Laurie, Teodorczuk, Andrew, Shanahan, Brenton, Hiremagular, Balaji, Morris, Jodie and Yardley, Sarah (2018). How can end of life care excellence be normalized in hospitals? Lessons from a qualitative framework study. BMC Palliative Care, 17 (1) 100, 1-12. doi: 10.1186/s12904-018-0353-x
Teodorczuk, Andrew, Ajjawi, Rola, Billett, Stephen, Hilder, Joanne and Noble, Christy (2018). The service/teaching tension: a window into the soul of a hospital. Medical Education, 52 (6), 678-678. doi: 10.1111/medu.13527
Wenke, Rachel, Weir, Kelly, Noble, Christy, Mahoney, Jill and Mickan, Sharon (2018). Not enough time for research? Use of supported funding to promote allied health research activity. Journal of Multidisciplinary Healthcare, 11, 269-277. doi: 10.2147/jmdh.s157034
Sharpe, Kendall K., Noble, Christy, Hiremagular, Balaji and Grealish, Laurie (2018). Implementing an integrated pathway to care for the dying: is your organisation ready?. International Journal of Palliative Nursing, 24 (2), 70-78. doi: 10.12968/ijpn.2018.24.2.70
Mickan, Sharon, Wenke, Rachel, Weir, Kelly, Bialocerkowski, Andrea and Noble, Christy (2017). Strategies for research engagement of clinicians in allied health (STRETCH): a mixed methods research protocol. Bmj Open, 7 (9) e014876, e014876. doi: 10.1136/bmjopen-2016-014876
Noble, Christy and Billett, Stephen (2017). Learning to prescribe through co-working: junior doctors, pharmacists and consultants. Medical Education, 51 (4), 442-451. doi: 10.1111/medu.13227
Noble, Christy, Brazil, Victoria, Teasdale, Trudy, Forbes, Mark and Billett, Stephen (2017). Developing junior doctors’ prescribing practices through collaborative practice: sustaining and transforming the practice of communities. Journal of Interprofessional Care, 31 (2), 263-272. doi: 10.1080/13561820.2016.1254164
Noble, Christy, Coombes, Ian, Nissen, Lisa, Shaw, Paul N. and Clavarino, Alexandra (2015). Making the transition from pharmacy student to pharmacist: Australian interns' perceptions of professional identity formation. International Journal of Pharmacy Practice, 23 (4), 292-304. doi: 10.1111/ijpp.12155
Noble, Christy, Coombes, Ian, Nissen, Lisa, Shaw, Paul N. and Clavarino, Alexandra (2014). Pharmacy educators' intention for the curriculum: An Australian pilot study. Pharmacy Education, 14 (1), 48-56.
Noble, Christy, Coombes, Ian, Shaw, Paul Nicholas, Nissen, Lisa M. and Clavarino, Alexandra (2014). Becoming a pharmacist: the role of curriculum in professional identity formation. Pharmacy Practice, 1 (12), 380. doi: 10.4321/S1886-36552014000100007
Noble, Christy, O'Brien, Mia, Coombes, Ian, Shaw, Paul N., Nissen, Lisa and Clavarino, Alexandra (2014). Becoming a pharmacist: Students' perceptions of their curricular experience and professional identity formation. Currents in Pharmacy Teaching and Learning, 6 (3), 327-339. doi: 10.1016/j.cptl.2014.02.010
Noble, Christy, O'Brien, Mia, Coombes, Ian, Shaw, P. Nicholas and Nissen, Lisa (2011). Concept mapping to evaluate an undergraduate pharmacy curriculum. American Journal of Pharmaceutical Education, 75 (3) 55, 1-11. doi: 10.5688/ajpe75355
Noble, Christy, Shaw, P. Nicholas, Nissen, Lisa, Coombes, Ian and O'Brien, Mia (2011). Curriculum for uncertainty: Certainty may not be the answer. American Journal of Pharmaceutical Education, 75 (1) 13a, 1-2. doi: 10.5688/ajpe75113a
Kairuz, Therese, Noble, Christy and Shaw, John (2010). Preceptors, interns, and newly registered pharmacists' perceptions of New Zealand pharmacy graduates' preparedness to practice. American Journal of Pharmaceutical Education, 74 (6) 108, 1-6. doi: 10.5688/aj7406108
Noble, Christy (2010). Medical treatment of benign prostatic hyperplasia. Australian Pharmacist, 29 (5), 424-429.
Noble, Christy (2009). Cancer communication and pharmacists. Australian Pharmacist, 28 (8), 662-665.
Noble, Christy and Hassell, Karen (2008). Informal learning in the workplace: What are the environmental barriers for junior hospital pharmacists?. International Journal of Pharmacy Practice, 16 (4), 257-263. doi: 10.1211/ijpp.16.4.0008
Conference Papers
Pearson, Alison, Forbes, Roma, Mattick, Karen and Noble, Christy (2024). Internationalising health professions education researcher development: a collective approach in two continents. Association for the Study of Medical Education Annual Scholarship Conference, Warwick, United Kingdom, 10-12 July 2024.
Cracknell, Carolyn, Molloy, Elizabeth, Clements, Tamara, Griffiths, Leonie, Woodward-Kron, Robyn, Cheshire, Lisa, Rane, Vinita, Noble, Christy, Ng, Louisa, Keast, Jennifer and Ryan, Anna (2024). Productive feedback conversations in healthcare. Ottawa 2024, Melbourne, VIC, Australia, 24-28 Febuary 2024.
Noble, Christy, Sibbald, Matthew and Molloy, Elizabeth (2024). Developing feedback literacy for assessment: how can we take collective action?. Ottawa 2024, Melbourne, VIC, Australia, 24-28 February 2024.
Forbes, Roma and Noble, Christy (2023). Advancing Health Professional Education Research at UQ. UQ Teaching and Learning Week, St Lucia, QLD Australia, 30 October - 3 November 2023.
Wozniak, Helen, Gibson, Justine, Noble, Christy, Claydon, Rachel, Bowker, Shari, Bakharia, Aneesha, Kull, Anna, Ward, Kym, Garrard, Robert, Olupeliyawa, Asela, Bird, Kathryn, Ochayi, Daniel, Kodiyattu, Zack and Low, Zachary (2023). Co-designing digital dashboards to enhance student engagement in work-integrated learning (WIL). ANZAHPE 2023: Turning tides: Navigating the Opportunities, Gold Coast, QLD Queensland, 26-29 July 2023.
Noble, Christy (2023). Optimising trainee learning: The role of feedback literacy. Australian and New Zealand Society for Geriatric Medicine Annual Scientific Meeting 2023, Brisbane, QLD Australia, 9-12 May 2023.
Wozniak, Helen , Gibson, Justine , Bakharia, Aneesha , Bowker, Shari , Claydon, Rachel , Garrard, Robert , Kull, Anna , Noble, Christy and Olupeliyawa, Asela (2022). Co-designing digital dashboards to enhance student learning in the workplace . UQ HEA Conference , St Lucia, QLD, Australia, 2 November 2022.
Young, Jessica, Molloy, Elizabeth, Brazil, Victoria, Krogh, Kristian and Noble, Christy (2022). Developing feedback literacy of medical interns: One size does not fit all. AMEE 2022, Lyon, France, 28-31 August 2022.
Molloy, Elizabeth , Hu, Wendy and Noble, Christy (2022). Critical appraisal of self and others as part of ‘feedback literacy’: are the demands on students too steep?. Ottawa 2022 Conference, Lyon, France, 27-28 August 2022.
Noble, Christy, Ryder, Simon and Ng, Dora (2022). Designing feedback tools to enhance medical students’ engagement: the risk of over-design. Australian & New Zealand Association for Health Professional Educators ANZAHPE 2022 Festival, Online, 8, 11, 13, 19 July 2022.
Wozniak, Helen, Claydon, Rachel, Noble, Christy, Monk, Sam and Steele, Megan (2022). Enhancing feedback partnerships to guide learner actions in workplace-based assessments. ANZAHPE Festival 2022, Online, 11, 13, 19 July 2022.
Noble, Christy (2022). Optimising Students' Workplace Learning - The Role of Assessment and Feedback Literacy. Student Success: Nurturing the Future Workforce, Dublin, Ireland, 16 June 2022. Practice Education Coordinators Network.
Stehlik, Paulina, Noble, Christy and Glaziou, Paul (2022). Research in Surgery - Finding the Balance. Royal Australiasian Colleges of Surgeons, Brisbane, QLD Australia, 2-6 May 2022.
Wozniak, Helen, Noble, Christy, Claydon, Rachel, Monk, Samuel and Steele, Megan (2022). Rethinking how feedback from WBAs can stimulate extension and growth for learners. Ottawa Lyon 2022 Reimagining Assessment Across the Continuum, Lyon, France, 26-28 May 2022.
Wozniak, Helen , Gibson, Justine , Noble, Christy , Claydon, Rachel , Bowker, Shari and Bakharia, Aneesha (2022). A cross-disciplinary partnership between staff and students to support learner growth in diverse clinical settings. ANZAHPE Festival 2022, Online, 8-19 July 2022.
Noble, Christy, Ajjawi, Rola, Bearman, Margaret, Brumpton, Kay, Dick, Marie-Louise, French, Matthew and O'Shannessy, Megan (2021). Psychologically safe for what? The influence of psychological safety on feedback conversations. Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2021 Conference, Online, 6, 8, 12, 14 July 2021.
Thompson, Wendy, Kairuz, Therese, Noble, Christy and Hughes, Clair P. (2011). A comparison of the acquisition and documentation of CPD credit points in Australia, New Zealand and the United Kingdom. 9th International Conference: Life Long Learning in Pharmacy, Rotorua, New Zealand, 29 June-2 July 2011.
Noble, Christy, Coombes, Ian, Nissen, Lisa, O'Brien, Mia and Shaw, P. Nicholas (2010). Experiencing the pharmacy curriculum: Results of an observational study. Focus on the Future: Research and Education for a Healthier Community, Brisbane, Qld, Australia, 6-9 December 2010.
Coombes, Ian, Nissen, Lisa, Noble, Christy and Shaw, P. Nick (2009). Becoming a pharmacist: Interns’ perceptions of undergraduate curricula. Australasian Pharmaceutical Science Association Conference, Hobart , Tasmania, Australia, 9-12 December 2009. Mount Waverley, Victoria, Australia: Australasian Pharmaceutical Science Association.
Noble, Christy, Nissen, Lisa M., Shaw, Paul N. and Coombes, Ian (2009). Current Australian pharmacy undergraduate curriculum - are we really preparing graduates for the future?. Fitness to Practice: Competency-based teaching and learning in Pharmacy, Prato, Italy, 6-8 July 2009.
Kairuz, T., Noble, C. and Shaw, J. (2009). A competence-based tool for eliciting feedback on graduate acceptability to enter the internship programme. Fitness to Practice: Competency-based teaching and learning in Pharmacy, Prato, Italy, 6-8 July 2009.
Noble, C. (2008). Informal learning in the workplace: what are the environmental barriers for junior hospital pharmacists?. The Australasian Pharmaceutical Science Association Conference: Teams for Tomorrow, Canberra, Australia, 6-9 December 2008.
Thesis
Noble, Christy (2013). Becoming pharmacists: how the pharmacy curriculum influences professional identity formation. PhD Thesis, School of Pharmacy, The University of Queensland. doi: 10.14264/uql.2014.125
Seminar Papers
Noble, Christy (2023). Developing learners feedback literacy in and for the workplace. Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University.
Noble, Christy (2022). Using video-reflexive ethnography to understand learning in and through work. International Research Centre for the Advancement of Health Communication, Hong Kong Polytechnic University.
Noble, Christy (2021). The whys and wherefores of becoming feedback literate: A health professions education perspective. Department of Medical Education, Melbourne Medical School, The University of Melbourne.
Noble, Christy (2021). The whys and wherefores of becoming feedback literate: a health professions education perspective. McMaster University.