Rate My Professor Anthony Ali

Ali's research focuses on health professional education, encompassing assessment, evaluation, staff development, academic motivation, psychological resilience, professionalism, and learning environment disruptions. Key co-authored publications include: "Beyond the ‘tick-box’: Redesigning a course review process that fosters dialogue and exchange of ideas" (Beckingsale, Ali, & Beckert, 2025, Medical Education); "Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities" (Liu et al., 2023, The Internet and Higher Education); "Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study" (Lee et al., 2023, Medical Education); "MUSIC® for Medical Students: Confirming the Reliability and Validity of a Multi-Factorial Measure of Academic Motivation for Medical Education" (Gladman, Gallagher, & Ali, 2020, Teaching and Learning in Medicine); "Towards a Definition of Distinction in Professionalism" (Ali et al., 2019); "Predictors of psychological resilience amongst medical students following major earthquakes" (2016, New Zealand Medical Journal); "Psychological impact of the Canterbury earthquakes on university staff" (2016); "The impact of major earthquakes on the psychological functioning of medical students" (2014); "Joining the dots: Conditional pass and programmatic assessment enhances recognition of problems with professionalism" (2011, BMC Medical Education); and "Rad-Path: integrated anatomical pathology and radiology undergraduate tutorials" (2009, Journal of Medical Imaging and Radiation Sciences). With over 250 citations from 13 publications, his scholarship influences resilience and innovative assessment in medical education. He contributes to conferences such as AMEE and ANZAHPE.