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Our research

Our mission is to foster and conduct translational research. This involves ongoing dialogue between educational theory and practice. The translational research process involves:

Research typeAims

Fundamental research

To understand the educational issue or problem at its most basic level

Design-based research

To translate theoretical findings to small-scale implementations to identify the optimal practical translation of the educational innovation

Justification research

To examine the effect of the educational innovation

 To read more about these types of research, click here.


Research theory-practice flowchart


Our research is organised into two streams:


Programmatic assessment for learning

Integrating admissions, assessment, evaluation and education into one system to maximise students’ learning and developing expertise as health professionals

Longitudinal integrated learning environments

Redesigning workplace learning contexts to better foster students’ clinical expertise development and professional identity formation


AlFaris, E., Irfan, F., AlSayyari, S., AlDahlawi, W., Almuhaideb, S., almehaidib, A., Almoqati, S., Ahmed, A.M.A., Ponnamperuma, G., AlMughthim, M., Shaffi Ahmed, S., AlMaflehi, N, van der Vleuten, C. (2018). Validation of a new study skills scale to provide an explanation for depressive symptoms among medical students. PLoS ONE, 13(6), Art. No. e0199037.

AlFaris, E., Irfan, F., Ponnamperuma, G., Jamal, A., Van der Vleuten, C., Al Maflehi, N., Al-Qeas, S., Alenezi, A., Alrowaished, M., Alsalman, R., Ahmed, A.M.A. (in press). The pattern of social media use and its association with academic performance among medical students. Medical Teacher, pp. 1-6.

Attrill, S., Brebner, C., Marsh, C. (in press). Learning from students: Facilitators' learning in interprofessional placements. Journal of Interprofessional Care, pp. 1-10.

Battersby, M., Lawn, S., Kowanko, I., Bertossa, S., Trowbridge, C., Liddicoat, R. (2018). Chronic condition self-management support for aboriginal people: Adapting tools and training. Australian Journal of Rural Health, 26(4), pp. 232-237.

Bearman, M., Greenhill, J. & Nestel, D. (in press). The power of simulation: A large-scale narrative analysis of learners' experiencesMedical Education.

Boulet, J.R., Durning, S.J. (in press). What we measure ... and what we should measure in medical education. Medical Education.

Dumas, D., Torre, D.M. & Durning, S.J. (2018). Using relational reasoning strategies to help improve clinical reasoning practiceAcademic Medicine, 93(5), pp. 709-71

Govaerts, M.J.B., van der Vleuten, C.P.M. & Holmboe, E.S. (ePub ahead of print). Managing tensions in assessment: Moving beyond either-or thinkingMedical Education.

Ho, D., McAllister, S. Are health professional competency assessments transferable across cultures? A preliminary validity study. Assessment and Evaluation in Higher Education, 43(7), pp. 1069-1083.

Johnson, K.B., Doecke, E., Damarell, R.A., Grantham, H. (2018). Do training programs improve a paramedic's ability to identify and report child abuse and neglect? A systematic review. Australasian Journal of Paramedicine, 15(3), Art. No. 1.

Jones, A.T., Barnhart, B.J., Durning, S.J. & Lipner, R.S. (2018). The association of changing practice settings on maintenance of certification exam outcomes: A comparative study of general internists over timeAcademic Medicine, 93(5), pp. 756-762.

King, L., Belan, I., Wilson, C. (in press). Are there still barriers to MET calls-Metropolitan and regional nurses' and midwives' perspectives?

Lyle, D. & Greenhill, J. (2018). Two decades of building capacity in rural health education, training and research in Australia: University departments of rural health and rural clinical schoolsAustralian Journal of Rural Health, 26(5), pp. 314-322.

Malau-Aduli, B.S., Teague, P.-A., D'Souza, K., (...), Garne, D.L. & van der Vleuten, C. A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools. Medical Teacher, 39(12), pp. 1261-1267.

McBee, E., Ratcliffe, T., Schuwirth, L., O'Neill, D., Meyer, H., Madden, S.J., Durning, S.J. Context and clinical reasoning: Understanding the medical student perspective. Perspectives on Medical Education, 7(4), pp. 256-263. 

Munro, E., Morello, A., Oster, C., Redmond, C., Vnuk, A., Lennon, S., Lawn, S. (2018). E-learning for self-management support: Introducing blended learning for graduate students - a cohort study. BMC Medical Education, 18, pp. 219. 

Muller, A. & Daller, M. (2019). Predicting international students' clinical and academic grades using two language tests (IELTS and C-test): A correlational research studyNurse Education Today, 72, pp. 6-11.

Murray, N., Muller, A. (in press). Developing academic literacy through a decentralised model of English language provision. Journal of Further and Higher Education.

Prakash, S., Sladek, R.M., Schuwirth, L. (in press). Interventions to improve diagnostic decision making: A systematic review and meta-analysis on reflective strategies. Medical Teacher.

Prescott-Clements, L., Voller, V., Bell, M., Nestors, N., van der Vleuten, C.P.M. (2017). Rethinking remediation: A model to support the detailed diagnosis of clinicians' performance problems and the development of effective remediation plans. The Journal of Continuing Education in the Health Professions, 37(4), pp. 245-254.

Reddy, S.T., Tekian, A., Durning, S.J. (...), Affinati, B. & Park, Y.S. (2018). Preliminary validity evidence for a milestones-based rating scale for chart-stimulated recall. Journal of Graduate Medical Education, 10(3), pp. 269-275.

Schoo, A., Kumar, K. (2018). The clinical educator and complexity: A review. The Clinical Teacher, 15, pp. 1-7.

Schut, S., Driessen, E., van Tartwijk, J., van der Vleuten, C., Heeneman, S. (in press). Stakes in the eye of the beholder: An international study of learners' perceptions within programmatic assessment. Medical Education, 52, pp. 654-663.

Schuwirth, L., Durning, S. (2018). Educational research: Current trends, evidence base and unanswered questions. Medical Journal of Australia, 208(4), pp. 161-163.e1.

Sweet, L., Keough, M. (in press). Editorial on advancing midwifery education. Women and Birth.

Sweet, L., Bass, J., Sidebotham, M., Fenwick, J., Graham, K. (in press). Developing reflective capacities in midwifery students: Enhancing learning through reflective writing. Women and Birth.

Tierney, O., Sweet, L., Houston, D. & Ebert, L. A historical account of the governance of midwifery education in Australia and the evolution of the continuity of care experience. Women and Birth,
31(3), pp. e210-e215.

Young, M., Thomas, A., Lubarsky, S., Ballard, T., Gordon, D., Gruppen, L.D., Holmboe, E., Ratcliffe, T., Rencic, J., Schuwirth, L., Durning, S. Drawing boundaries: The difficulty in defining clinical reasoning. Academic Medicine, 93(7), pp. 990-995.