Pegah Noorizadeh

Pegah is a Director and Trainer with AuCA, bringing an exceptional multidisciplinary background spanning clinical practice, higher education, and professional training. She holds a Master of Clinical Audiology from Macquarie University, providing a strong academic and clinical foundation that directly supports her leadership in audiology education and workforce development.

Additionally, Pegah completed her studies at the University of Sydney, where she was awarded a Bachelor of Pharmacy, a Bachelor of Dentistry (Honours), and a Graduate Certificate in Educational Studies (Higher Education). Her academic excellence has been recognised through prizes in Human Rights and Dentistry, Dental Ethics and Professional Responsibility, the Oticon Prize, and the Phonak Audiology Prize for Excellence in Advanced Hearing devices. She has further strengthened her educational leadership through completion of a Graduate Certificate in Higher Education and Fellowship of the Higher Education Academy (FHEA).

In addition to extensive experience across adult and higher education, Pegah has worked in community, hospital, and private practice settings as both a Pharmacist and a General Dentist. This breadth of clinical experience informs her strengths in patient-centred care, health service delivery, clinical governance, curriculum development, and learner-centred training.

Pegah’s educational career spans vocational, workplace-based, and university-level teaching, including the development and delivery of Certificate III and Certificate IV Dental Assisting programs, extensive training roles across hospital and private practice settings, lecturer and presenter on the Nobel Biocare Scientific Committee, as well as a clinical educator and lecturer at the University of Sydney. 

Across all roles, Pegah is deeply committed to mentoring health professionals across their career continuum and to advancing standards in audiology education and professional practice. She brings a passion for high-quality education, evidence-based practice, and supportive mentorship to her work, with a strong focus on building confident, competent, self-reflective and ethically grounded practitioners.