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D-Index & Metrics

Social Sciences and Humanities

D-Index
47
Citations
9215
World Ranking
3395
National Ranking
237

Overview

Elizabeth Molloy is affiliated with the University of Melbourne in Australia. Their research spans primarily the fields of Medicine and Social Sciences, with a focus on Public Health, Environmental and Occupational Health, Education, General Health Professions, Family Practice, and Genetics. The work largely contributes to innovations in medical education and healthcare practice.

Molloy's scholarly output includes substantial contributions to the understanding and improvement of medical education and interprofessional collaboration. Key topics covered in their research include:

  • Innovations in Medical Education
  • Interprofessional Education and Collaboration
  • Clinical Reasoning and Diagnostic Skills
  • Reflective Practices in Education
  • Simulation-Based Education in Healthcare
  • Student Assessment and Feedback
  • Evaluation of Teaching Practices

Their publication record also highlights collaborations with several frequent co-authors, reflecting sustained research partnerships. These include:

  • Margaret Bearman (13 joint publications)
  • Charlotte Denniston (7 joint publications)
  • Robyn Woodward-Kron (7 joint publications)
  • Damian J. Castanelli (6 joint publications)
  • Tim Clement (5 joint publications)

Molloy has published extensively in several academic venues, with the most frequent outlets being:

  • Focus on Health Professional Education A Multi-Professional Journal (6 publications)
  • Medical Education (5 publications)
  • Advances in Health Sciences Education (3 publications)
  • The Clinical Teacher (3 publications)
  • Disability and Rehabilitation (2 publications)

The following recent papers exemplify Molloy's research focus and publication record:

  • "Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?" (2020) in Medical Education
  • "Fostering self-regulated learning in higher education: Making self-regulation visible" (2020) in Active Learning in Higher Education
  • "Trust, power and learning in workplace-based assessment: The trainee perspective" (2021) in Medical Education
  • "Communication in interprofessional rehabilitation teams: a scoping review" (2020) in Disability and Rehabilitation
  • "Exploring the notion of teacher feedback literacies through the theory of practice architectures" (2021) in Assessment & Evaluation in Higher Education

Best Publications

  • Rethinking models of feedback for learning: the challenge of design

    David Boud;Elizabeth Katherine Molloy

  • What Makes for Effective Feedback: Staff and Student Perspectives.

    Phillip Dawson;Michael Henderson;Paige Mahoney;Michael Phillips

  • Developing a Learning-Centred Framework for Feedback Literacy.

    Elizabeth Molloy;David Boud;Michael Henderson

  • Feedback in Higher and Professional Education : Understanding it and doing it well

    David Boud;Elizabeth K Molloy

  • Observer roles that optimise learning in healthcare simulation education: a systematic review

    Stephanie O’Regan;Elizabeth Molloy;Leonie Watterson;Debra Nestel

  • Stigma experienced by people with nonspecific chronic low back pain: a qualitative study.

    Susan Carolyn Slade;Elizabeth Molloy;Jennifer Lyn Keating

  • Conditions that enable effective feedback

    Michael Henderson;Michael Phillips;Tracii Ryan;David Boud

  • `Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back pain:

    Susan Carolyn Slade;Elizabeth Molloy;Jennifer Lyn Keating

  • Embracing the tension between vulnerability and credibility: 'intellectual candour' in health professions education.

    Elizabeth Molloy;Margaret Bearman

  • How technology shapes assessment design: Findings from a study of university teachers

    Sue Bennett;Phillip Dawson;Margaret Bearman;Elizabeth K Molloy

  • The Role of Peer-Assisted Learning in Building Evaluative Judgement: Opportunities in Clinical Medical Education.

    Joanna Hong-Meng Tai;Joanna Hong-Meng Tai;Benedict J. Canny;Terry P. Haines;Elizabeth K. Molloy

  • Same‐level peer‐assisted learning in medical clinical placements: a narrative systematic review

    Joanna Tai;Elizabeth Molloy;Terry Haines;Benedict Canny

  • Support for assessment practice: developing the Assessment Design Decisions Framework

    Margaret Bearman;Phillip Dawson;David J Boud;Sue Bennett

  • People with non-specific chronic low back pain who have participated in exercise programs have preferences about exercise: a qualitative study

    Susan Carolyn Slade;Elizabeth Molloy;Jennifer Lyn Keating

  • Breakeven, Cost Benefit, Cost Effectiveness, and Willingness to Pay for Web-Based Versus Face-to-Face Education Delivery for Health Professionals

    Stephen Maloney;Romi Haas;Jenny L Keating;Elizabeth Molloy

  • Changing conceptions of feedback

    Elizabeth Katherine Molloy;David Boud

  • Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement

    Christina E. Johnson;Jennifer L. Keating;David J. Boud;David J. Boud;David J. Boud;Megan Dalton

  • Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?

    Christina E. Johnson;Jennifer L. Keating;Elizabeth K. Molloy

  • Feedback Models for Learning, Teaching and Performance

    Elizabeth K. Molloy;David Boud

  • Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task.

    Elizabeth Molloy;Rola Ajjawi;Margaret Bearman;Christy Noble;Christy Noble

  • What is the problem with feedback

    David Boud;Elizabeth Katherine Molloy

  • The impact of emotions in feedback

    Elizabeth K Molloy;Francesc Borrell-Carrio;Ron Epstein

Frequent Co-Authors

David Boud
David Boud Deakin University
Debra Nestel
Debra Nestel Monash University
Brett Williams
Brett Williams Monash University
Lisa McKenna
Lisa McKenna La Trobe University
Brian Clark Jolly
Brian Clark Jolly University of Newcastle Australia
Sue Bennett
Sue Bennett University of Wollongong
Charlotte E. Rees
Charlotte E. Rees University of Newcastle Australia
Ted Brown
Ted Brown Monash University
Neville J. King
Neville J. King Monash University
Rachelle Buchbinder
Rachelle Buchbinder Monash University

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