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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


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

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.

Chew, K.S., van Merrienboer, J.J.G. & Durning, S.J. (2019). Perception of the usability and implementation of a metacognitive mnemonic to check cognitive errors in clinical settingBMC Medical Education, 19(1), art. no. 18.

Cleland, J. & Durning, S.J. (in press). Education and service: How theories can help in understanding tensionsMedical Education.

Damarell, R.A., May, N., Hammond, S., Sladek, R.M. & Tieman, J.J. (in press). Topic search filters: A systematic scoping reviewHealth Information & Libraries Journal.

Dietrich, C.F., Hoffmann, B., Abramowicz, J., Badea, R., Braden, B., Cantisani, V., Chammas, M.C., Cui, X.W., Dong, Y, Gilja, O.J., Hari, R., Nisebaum, H., Nicholls, D., Nolsoe, C.P., Nurnberg, D., Prosch, H., Radzina, M., Recker, F., Sachs, A., Saftoiu, A., Serra, A., Sweet, L.P., Vinayak, S., Westerway, S., Chou, Y.H. & Blaivas, M. (in press). Medical student ultrasound education: A WFUMB position part, Part IUltrasound in Medicine and Biology.

Dong, T., Gilliland, W.R., Cruess, D., Hutchinson, J., Morres, L., Curtis, J., . . . Durning, S.J. (2018). A longitudinal study of commonly used admissions measures and disenrollment from medical school and graduate medical education probation or termination from training. Military Medicine, 183(11-12), e680-e684. doi:10.1093/milmed/usy069

Durning, S.J., Varpio, L., Artino, A.R., Bader, K.S., Meyer, H.S., & Hamwey, M.K. (2018). Interprofessional healthcare teams in the military: A scoping literature review. Military Medicine, 183(11-12), e448-e454. doi:10.1093/milmed/usy087

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.

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

Maas, M.J.M., Driehuis, F., Meerhoff, G.A., Heerkens, Y.F., van der Vleuten, C.P.M., Nijhuis-Van der Sanden, M.W.G. & van der Wees, P.J. (2018). Impact of self- and peer assessment on the clinical performance of physiotherapists in primary care: A cohort studyPhysiotherapy Canada, 70(4), pp. 393-401.

Malau-Aduli, B.S., Alele, F., Collares, C.F., Reeve, C., van der Vleuten, C., Holdsworth, M., Heggarty, P., Teague, P. (2019). Validity of the scan of postgraduate educational environment domains (SPEED) questionnaire in rural general practice training settingBMC Medical Education, 19, 25.

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.

Mavis, B., Durning, S.J., & Uijtdehaage, S. (2018). Authorship order in medical education publications: In search of practical guidance for the community. Teaching and Learning in Medicine, 1-10. doi:10.1080/10401334.2018.1533836

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, art. no. 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.

Ramani, S., Konings, K.D., Mann, K.V., Pisarski, E.E. & van der Vleuten, C.P.M. (2018). About politeness, face, and feedback: Exploring resident and faculty perceptions of how institutional feedback culture influences feedback practicesAcademic Medicine, 93(9), pp. 1348-1358.

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.

Smadi, O., Parker, S., Gillham, D. & Muller, A. (2019). The applicability of community of inquiry framework to online nursing education: A cross-sectional studyNurse Education in Practice, 34, pp. 17-24.

Somporn, P., Walters, L.K. Ash, J.K. (2018). Expectations of rural community-based medical education: A case study from ThailandRural and Remote Health, 18(4), art. no. 4709.

Surry, L.T., Torre, D., Trowbridge, R.L., & Durning, S.J. (2018). A mixed-methods exploration of cognitive dispositions to respond and clinical reasoning errors with multiple choice questions. BMC Medical Education, 18(1), 277. doi:10.1186/s12909-018-1372-2

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.

Trowbridge, R.L., Reilly, J.B., Clauser, J.C. & Durning, S.J. (2018). Using computerized virtual cases to explore diagnostic error in practicing physiciansDiagnosis, 5(4), pp. 229-233.

Varpio, L., Ray, R., Dong, T., Hutchinson, J. & Durning, S.J. (2018). Expanding the conversation on burnout through conceptions of role strain and role conflictJournal of Graduate Medical Education, 10(6), pp. 620-623.