I am a CORU-registered physiotherapist, lecturer, and researcher in the School of Allied Health at the University of Limerick. I completed my primary degree, a BSc (Hons) in Physiotherapy, at the University of Limerick, before going on to pursue a PhD at Dublin City University. I currently teach across the BSc and MSc Physiotherapy programmes and serve as course director for two of the School’s postgraduate programmes.

I am an active researcher and proud Evidence Synthesis Ireland Fellow, with a growing passion for the fields of evidence synthesis, cancer, ageing, and healthcare education. My research is rooted in a long-standing interest in physical activity and wellbeing, which I’ve explored across a range of diverse populations. I’ve been fortunate to receive two SWAR (Study Within a Review) Funding Awards and a travel bursary to attend the 2024 Global Evidence Summit in Prague, experiences that have deepened my enthusiasm for evidence synthesis as a powerful tool to uncover critical gaps in healthcare research and guide my work into new areas like oncology and gerontology.

I’m an active member of both the Ageing Research Centre and the Health Research Institute (HRI) at the University of Limerick, where I collaborate with colleagues and clinicians on research focused on cancer and ageing in our region. I’m equally passionate about healthcare education and have led projects exploring students’ experiences with evidence synthesis, as well as initiatives to embed service user involvement into health curricula, an exciting and emerging area that I believe is essential to shaping meaningful, future-focused education.

I am a committed and reflective educator in the School of Allied Health at the University of Limerick, passionate about creating engaging and supportive learning experiences for students at both undergraduate and postgraduate levels. I believe in putting students at the heart of learning, using social constructivist principles to encourage active participation, collaboration, and critical thinking in a welcoming and inclusive environment.

I use Universal Design for Learning to make my teaching flexible and accessible to all. By incorporating a mix of activities like flipped classrooms, role-plays, and problem-based learning, I aim to help students become confident, self-directed, and evidence-informed practitioners who feel ready to meet the challenges of modern healthcare.