Rate My Professor Meredith Willmott

Meredith Willmott is a Lecturer in Gerontology in the School of Health Sciences at the University of Notre Dame Australia, Fremantle campus. She holds a Bachelor of Applied Science (Physiotherapy) and has worked as a physiotherapist since 1989 in a wide variety of clinical areas and settings. Since 2009, she has been involved in the clinical and tertiary education of physiotherapy students. Her teaching areas include Foundations of Physiotherapy Practice and Physiotherapy in Gerontology. Willmott has a strong interest in the use of reflection in learning and practice, as well as integrity and innovation in assessment and teaching. She is currently completing a Master of Health Professional Education (Research) at The University of Western Australia.

In recognition of her teaching excellence, Meredith Willmott received the 2018 Excellence in Scholarship of Teaching and Learning (ESC) Award at the Fremantle campus for a presentation that successfully communicates a Scholarship of Teaching and Learning project in an engaging and compelling manner. She has actively participated in educational conferences, including the Western Australian Teaching and Learning Forum (WATLF) in 2018 and 2019, contributing to workshops and sessions such as SMARTcare seminars on student engagement, involvement, and ownership. These initiatives highlight her focus on enhancing student learning experiences through reflective practices and innovative teaching strategies. Prior to her role at Notre Dame, Willmott was associated with the School of Physiotherapy at Edith Cowan University, where she contributed to physiotherapy education. Additionally, she has served as a clinical educator in gerontology-related projects, including those supporting web-based communities of practice for aged care professionals, as acknowledged in a 2017 Geriatric Nursing publication. Her career trajectory demonstrates a consistent dedication to advancing physiotherapy education, particularly in gerontology, through practical clinical experience, pedagogical innovation, and scholarly engagement in health professional development.