Goddard-Fuller Health Professions Education Consultancy

Rikki Goddard-Fuller (she / her) is a Professor of Medical Education, with extensive experience in institutional educational leadership and development, assessment and curriculum innovation across a broad range of professions spanning undergraduate and postgraduate levels of study. She practices clinically as a consultant stroke physician and geriatrician. This is underpinned by a substantial career in health professions education (both nationally and internationally) and the development of sector-leading, award-winning curricula, programmes of study and assessment systems across leading medical schools and postgraduate instituions.
Her main research interests focus primarily on educational assessment, which has led to over 200 key outputs including the application of intelligent assessment design in knowledge, OSCE and workplace-based assessment formats, assessor behaviours, technology delivered assessment and the impact of sequential testing methodologies.
Rikki publishes and speaks regularly at leading international medical education conferences. A full summary of her academic profile is available via Orcid [link]. Rikki holds a number of educational advisory roles, including acting as an assessment expert for the General Medical Council (GMC), and leadership of the GMC’s Tests of Competence Panel. She is the current chair of the global ASPIRE to Excellence Board and a trustee and member of the governing committee of the International Association for Health Professions Education (AMEE).

Taz Goddard-Fuller (they / them) is a Professor of Medical Education with over 20 years experience of working in health professions education. Their various roles have covered both undergraduate and postgraduate provision and they have held responsibility and oversight of educational development across UG and PG programmes, ensuring delivery is aligned with best-evidenced pedagogical practice and balanced with the needs of regulatory requirements. Their research interests and academic outputs cover inclusive teaching and assessment, professionalism, identity development and technology enhanced learning.

Taz also works extensively in the field of Equity, Diversity and Inclusion, and is regularly invited to speak in this area, having built a reputation for taking an academic and pragmatic approach to inclusion and activism in health professions curricula. As a trained Schwartz Round Facilitator, Taz’s approach to running workshops draws upon a coaching and facilitative approach to problem-solving for development. A full summary of their academic profile is available here [link].