My research examines misinformation and flawed assumptions in medical education. I aim to clarify theory, illuminate inequities, and challenge oppressive power structures. Drawing on neuroscience and cognitive, psychology, I identify barriers to attainment and design evidence-informed interventions. 

I investigate how discrimination, and racism, shapes diagnostic reasoning creating healthcare inequities. I also design educational approaches informed by developmental neuroscience, and learning as a lifelong, effortful process. Grounded in theories of measurement and human behaviour, my work has contributed to the development of high-stakes assessments that more accurately and equitably measure clinical competence.