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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., Kidd, M.R., Licinio, J., alyward, P., Baker, A., Ratcliffe, J., Quinn, S., Castle, D.J., Zabeen, S., Fairweather-Schmidt, A.K., Lawn, S. (2018). Improving cardiovascular health and quality of life in people with severe mental illness: study protocol for a randomised controlled trial. Trials, 19(1), pp.366.

Bennion, L.D., Durning, S.J., Larochelle, J. (...) Reamy, B.V. & Torre, D. (2018). Untying the Gordian knot: Remediation problems in medical schools that need remediationBMC Medical Education, 18(1), art. no. 120.

Blackstock, F.C., Lareau, S.C., Nici, L., ZuWallack, R., Bourbeau, J., Buckley, M., Durning, S.J., Effing, T.W., Egbert, E., Goldstein, R.S., Kelly, W., Lee, A., Meek, P.M., Singh, S. (2018). Chronic Obstructive Pulmonary Disease Education in Pulmonary Rehabilitation. An Official American Thoracic Society/Thoracic Society of Australia and New Zealand/Canadian Thoracic Society/British Thoracic Society Workshop Report. Annals of the american Thoracic Society, pp769-784.

Cleland, J.A., Durning, S.J., Driessen, E. (2018). Medical education research: Aligning design and research goals. Medical Journal of Australia, 208(11), pp.473-475.

Cook, D.A., Sherbino, J. & Durning, S.J. (2018). Management reasoning beyond the diagnosisJAMA, 319(22), pp. 2267-2268.

de Vries, A.H., Muijtjens, A.M.M., van Genugten, H.G.J., Hendrikx, A.J.M., Koldewijn, E.L., Schout, B.M.A., van der Vleuten, C.P.M., Wagner, C., Tjiam, I.M. & van Merrienboer, J.J.G. (2018). Development and validation of the TOCO-TURBT tool: A summative assessment tool that measures surgical competency in transurethral resection of bladder tumourSurgical Endoscopy and Other Interventional Techniques, pp. 1-9.

Dong, T., Copeland, A., Gangidine, M., Schreiber-Gregory, D., Ritter, E.M., Durning, S. (in press). Factors associated with surgery clerkship performance and subsequent USMLE step scores. Journal of Surgical Education.

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.

Gillham, D., De Bellis, A., Xiao, L., Willis, E., Harrington, A., Morey, W., Jeffers, L. Using research evidence to inform staff learning needs in cross-cultural communication in aged care homes. (2018) Nurse Education Today, 63, pp. 18-23.

Ho, D., McAllister, S. (in press). Are health professional competency assessments transferable across cultures? A preliminary validity study. Assessment and Evaluation in Higher Education, pp. 1-15.

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

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.

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

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

Orlowski, S., Matthews, B., Lawn, S., Jones, G., Bidargaddi, N. & Venning, A. (2018). Designing for practice: Understanding technology use in rural community-based youth mental health contextsCoDesign, DOI: 10.1080/15710882.2018.1453844.

Pront, L.Muller, A., Koschade, A. & Hutton, A. (2018). Gaming in nursing education: A literature reviewNursing Education Perspectives, 39(1), pp. 23-28.

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.

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

Somporn, P., Ash, J., Walters, L. (2018). Stakeholder views of rural community-based medical education: a narrative review of the international literature. Medical Education, 52(8), pp. 791-802. 

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. (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.

Walsh, T.P., Arnold, J.B., Evans, A.M., Yaxley, A., Damarell, R.A., Shanahan, M. (2018). The association between body fat and musculoskeletal pain: a systematic review and meta-analysis. BMC Musculoskeletal disorders 19(1), pp. 233.

Witney, M., Isaac, V., Playford, D., Walker, L., Garne, D. Walters, L. (2018). Block versus longitudinal integrated clerkships: Students' views of rural clinical supervisionMedical Education, 52(7), pp. 716-724.

Worley, P. (2018). Why do we persist with teaching students in antagonistic unrepresentative learning environments? Education for Primary Care, 29(1), pp. 11-12.

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