Katrina Reynolds

Deputy Head of School (Sydney) & A/Head of Program Development, Quality & Assessment

Email: katrina.reynolds@nd.edu.au

  • Biography

    Associate Professor Katrina Reynolds has extensive experience across higher education, specialist medical education, and health workforce development, with expertise spanning curriculum design, academic governance, accreditation, assessment, quality assurance, and student experience. At The University of Notre Dame Australia, she has held leadership roles including Curriculum Manager within the Faculty of Medicine, Nursing, Midwifery and Health Sciences, Deputy Head of the School of Health Sciences (Sydney), and Acting Head of Program Development, Quality and Assessment.

    Her previous appointments include Senior Workforce Development Consultant with Sydney Education as part of the Sydney Local Health District and Adjunct Associate Professor with University of Tasmania. She also held senior leadership positions with The Royal College of Pathologists of Australasia, leading curriculum and assessment development for specialist medical education programs across pathology disciplines.

    At CQUniversity, Associate Professor Reynolds led program development, accreditation, and quality assurance across allied health education, including the inaugural podiatry program alongside occupational therapy, speech pathology, physiotherapy, and allied health programs. She has also contributed to rural and remote workforce development through curriculum consultancy with James Cook University.

    Her research interests focus on health professions education, preparedness for clinical practice, interprofessional learning, student experience, clinical supervision, competency-based assessment, curriculum innovation, and workforce capability development.

  • Teaching areas

    • Health Sciences
    • Evidence Based Practice

  • Research expertise and supervision

    • Health professions education
    • Student experience
    • Clinical supervision
    • Competency-based assessment
    • Curriculum design and innovation
    • Workforce capability development

  • Book chapters

    • McLean, M., Le Plastrie, K., Iyer, P., Simpson, E., Szkwara, J., Stander, E., McGuigan, S., Palipana, D., Durman, D., Reynolds, K., Durman, J., & Lee, M. F. (2026). Chapter 3: Staying healthy, well and fit. In M. McLean, E. Stander, J. Szkwara, A. Stirling, P. Iyer, T. Jowsey, T. Titus, & D. Palipana (Eds.), Towards a life well-lived with spinal cord injury: A resource for affected individuals, carers, and health professionals (pp. 371–528). Bond University.
    • McLean, M., Le Plastrier, K., Iyer, P., Reynolds, K., Szkwara, J., Palipana, D., Durman, D., & Ng, B. (2026). Chapter 6: Ageing well with spinal cord injury. In M. McLean, E. Stander, J. Szkwara, A. Stirling, P. Iyer, T. Jowsey, T. Titus, & D. Palipana (Eds.), Towards a life well-lived with spinal cord injury: A resource for affected individuals, carers, and health professionals (pp. 529–560). Bond University.
    • McLean, M., Liang, R., Szkwara, J., Mozolic-Staunton, B., Dalton, S., Iyer, P., Reynolds, K., & Norman, R. (2026). Chapter 18: Health professions education: Curriculum and inclusion. In M. McLean, E. Stander, J. Szkwara, A. Stirling, P. Iyer, T. Jowsey, T. Titus, & D. Palipana (Eds.), Towards a life well-lived with spinal cord injury: A resource for affected individuals, carers, and health professionals (pp. 691–720). Bond University.

  • Journal articles and proceedings

    • Reynolds, K., Rathbone, E., & McLean, M. (2023). Competencies associated with Australian and New Zealand podiatrists’ perceptions of their preparedness for graduate clinical practice. Australian Journal of Clinical Education, 12(1), 71–91. https://doi.org/10.53300/001c.84453
    • Reynolds, K., & McLean, M. (2023). Clinical supervision in podiatry in Australia and New Zealand: supervisor challenges in this role. BMC Medical Education, 23, 104. https://doi.org/10.1186/s12909-023-04056-z
    • Reynolds, K., & McLean, M. (2022). Preparedness of clinical supervisors to supervise podiatry students in Australia: A qualitative study. Australian Journal of Clinical Education, 11(1), 91–108. https://doi.org/10.53300/001c.35489
    • Reynolds, K., & McLean, M. (2021). Clinical supervisors’ perceptions of podiatry students’ preparedness for clinical placement and graduates’ preparedness for podiatry practice in Australia: An exploratory study. Focus on Health Professional Education, 22(2).
      https://doi.org/10.11157/fohpe.v22i2.339

  • Conference papers

    • Reynolds, K. (2016, November 5). Preparedness for podiatry practice in Australia and New Zealand. Invited speaker presentation at the Queensland State Podiatry Conference, Queensland, Australia.
    • Reynolds, K. (2016, October 28). Smaller and regional education providers: Making it happen – challenges and benefits of a changed podiatry curriculum [Invited speaker]. Podiatry Board of Australia Forum, Adelaide, Australia.
    • Reynolds, K. (2015, August 26–28). Foot health intervention in children and young people with diabetes: A pilot study [Invited speaker]. Australian Diabetes Society – Australian Diabetes Educator Association Annual Scientific Meeting, Australia.
    • Reynolds, K. (2013, July 28–31). Foot care in children with diabetes – the need to screen and educate early [Invited speaker]. APEG Annual Scientific Meeting, Australia.
    • Moran, M., Hickin, J., Chance-Larsen, K., Scholten, I., Wielandt, P., & Reynolds, K. (2012, October 5–8). An interprofessional curriculum for a disadvantaged region [Conference presentation]. All Together Better Health 6, Kobe, Japan.

  • Professional affiliations

    • Queensland Health (2018). Allied health rural generalist education framework. Queensland Government.
    • Expert panel member contributing to the development of the Allied Health Rural Generalist Education Framework.