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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:

StreamObjectives

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

 

Brebner, C., Attrill, S., Marsh, C. & Coles, L. (2017). Facilitating children's speech, language and communication development: An exploration of an embedded, service-based professional development program. Child Language Teaching & Therapy, 33(3), pp. 223-240.

Campbell, D., Walters, L., Couper, I., Greacen, J. (2017). What are they thinking? Facilitating cliical reasoning through longitudinal patient exposure in rural practice. Rural and Remote Health, 17(4), Article #4162.

Cecilio-Fernandes, D, Medema, H, Collares, C.F, Schuwirth, L, Sohen-Schotanus, J, Tio, R.A (2017). Comparison of formula and number-right scoring in undergraduate medical training: A Rasch model analysis. BMC Medical Education, 17(1), Article #192.

Chew, K.S., van Merrienboer, J.J.G., Durning, S. (2017). Investing in the use of a checklist during differential diagnoses consideration: what's the trade-off? BMC Medical Education, 17(1), Article #234.

Davenport, R., Hewat, S., Ferguson, A., McAllister, S., Lincoln, M. (2017). (in press). Struggle and failure on clinical placement: a critical narrative review. International Journal of Language and Communication Disorders.

Ellaway, R.H., van Roy, K., Preson, R., Greenhill, J., Clithero, A., Elsanousi, S., Richards, J., Labarda, C., Graves, L., Mammen, M., Assayed, A.A., Willems, S. (2018). Translating medical school social missions to student experiences. Medical Education, 52(2), pp. 171-181.

Fischer, M.A., Kennedy, K.M., Durning, S., Schijven, M.P., Ker, J., O'Connor,P., Doherty, E., Kropmans, T.J.B. (2017). Situational awareness within objective structured clinical examination stations in undergraduate medical training - A literature search. BMC Medical Education, 17(1), Article #262.

Greenhill, J.A., Richards, J.N., Mahoney, S., Campbell, N., Walters, L. (2017). Transformative learning in Medical Education: Context matters, a South Australian longitudinal study. Journal of Transformative Education, 16(1), pp. 58-75.

Lipner, R.S., Brossman, B.G., Samonte, K.M. & Durning, S.J. (2017). Effects of access to an electronic medical resource on performance characteristics of a certification examination: A randomized controlled trial. Annals of Internal Medicine, 167(5), pp. 302-310.

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

Matsuyama, Y., Nakaya, M., Okazaki, H., Leppink, J., van der Vleuten, C. (2017). Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan. Medical Teacher, pp. 1-11.

McBee, E., Ratcliffe, T., Picho, K., Schuwirth, L., Artino, A.R. Jr., Yepes-Rios, A.M., Masel, J., van der Vleuten, C., Durning, S. (2017). Contextual factors and clinical reasoning: Differences in diagnostic and therapeutic reasoning in board certified versus resident physicians. BMC Medical Education, 17(1), Article #211.

Mellor, P., Gregoric, C. & Gillham, D. (2017). Strategies new graduate registered nurses require to care and advocate for themselves: A literature review. Contemporary Nurse, 53(3), pp. 390-405.

Nair, B.K.R., Moonen-van Loon, J.M.W., Parvathy, M., Jolly, B.C., van der Vleuten, C. (2017). Composite reliability of workplace-based assessment of international medical graduates. Medical Journal of Australia, 207(10), pp. 453.1-453.5.

Rencic, J., Trowbridge, R.L., Fagan, M., Szauter, K. & Durning, S. (2017). Clinical reasoning education at US medical schools: Results from a national survey of internal medicine clerkship directors. Journal of General Internal Medicine, 32(11), pp. 1242-1246.

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

Schuwirth, L., Valentine, N., Dilena, P. (2017). An application of programmatic assessment for learning (PAL) system for general practice training. GMS Journal for Medical Education, 34(5), Article #Doc56.

Smirnova, A.,Ravelli, A.C.J., Stalkmeijer, R.E., Arah, O.A., Heineman, M.J., van der Vleuten, C., van der Post, J.A.M., Lombarts, K.M.J.M.H. (2017). The association between learning climate and adverse obstetrical outcomes in 16 nontertiary obstetrics-gynecology departments in The Netherlands. Academic Medicine, 92(12), pp. 1740-1748.

Sweet, L. (2017). Midwifery education. Women and Birth, 30(4), p. e221.

Teodorczuk, A., Yardley, S., Patel, R., Rogers, G.D., Billett, S., Worley, P., Hirsh, D. & Illing, J. (2017). Medical education research should extend further into clinical practice. Medical Education, 51(11), pp. 1098-1100.

Tierney, O., Sweet, L., Houston, D. & Ebert, L. (in press). A historical account of the governance of midwifery education in Australia and the evolution of the Continuity of Care Experience. Women and Birth.