We prioritise using the best available evidence in health professions education. Universities emphasise scientific evidence, so we ensure it is applied to our teaching. Our focus includes research, research translation, clinical education development, and real-world engagement.
Healthcare, patient demographics, and education methods are evolving. To keep health education current and prepare future professionals, we conduct research and collaborate with researchers and health professionals.
Established in 2014, Prideaux honours Emeritus Professor David Prideaux's contributions to Flinders' reputation in health professional education. We continue his legacy with a dedicated group of researchers and offer various postgraduate clinical education programs. Located in the College of Medicine and Public Health, we connect with researchers globally and within the University.
The Waterman Foundation promotes and encourages education in the biomedical sciences at Flinders University since 1993.
Each year, a distinguished scholar of medical education research is invited to give the annual Sir Ewen Waterman Oration enabling Flinders University to access international expertise to complement the ongoing development of its medical programs.
HPE research is rapidly becoming a primary item on educational and research agendas. It is diverse in terms of its research domains, methodologies, ontologies and epistemologies.
Conducting HPE research is essential for improved and innovative approaches to educating our future doctors, nurses, speech pathologists, paramedics and other health professionals.
Our mission is to foster and conduct translational research. This involves ongoing dialogue between educational theory and practice. The translational research process involves a commitment to fundamental research, design-based research and justification research.
Our researchers conduct projects related to:
We work with researchers in a range of support capacities including, but not limited to:
As experts in education research, we can assist with research advice and best practices including, but not limited to:
We can facilitate partnerships and collaboration that focuses on the translation of educational research to practice. Projects are generally focused on educational development, research, collaboration or consultancy. We value opportunities to engage in diverse partnerships across industry, clinical and educational sectors to seek value both within Flinders University, and externally.
Prideaux partnered with GPEx, an industry partner focused on combining practical skills-based training with contemporary educational and medical research to develop competency-based education programs. This successful partnership resulted in the development of GP365 – a modern, integrated education and assessment system that prepares doctors in training to become competent, skilled GPs of the future.
Programmatic Assessment of Clinical Reasoning: New Opportunities to Meet an Ongoing Challenge. Torre, D., Daniel, M., Ratcliffe, T., Durning, S. J., Holmboe, E., & Schuwirth, L. (2024). Teaching and Learning in Medicine, 1–9.
Exploring preparation practices of nursing and midwifery educators for in situ simulation-based education: A qualitative study in a large healthcare service. Schweitzer, J., King, S.M., Lavender, S., Del Fabbro, L. & Brazil, V. (2024). Nurse Education in Practice, 78, art. no. 104030.
Experiences and impacts of out-of-pocket healthcare expenditure on remote Aboriginal families. Ryder, C., D’Angelo, S., Sharpe, P., Mackean, T., Cominos, N., Coombes, J., Bennett-Brook, K., Cameron, D., Gloede, E., Ullah, S., & Stephens, J. (2024). Rural and Remote Health, 24(1), 8328-.
Association between rural exposure/experience and practice location 10 years postgraduation, stratified by specialty: evidence from a cohort study of graduates from nine Australian universities. Seal, A., McGrail, M. R., Bain-Donohue, S., Fuller, L., Kirke, A., Garne, D., Luscombe, G., Allen, P., Wright, J., & Burrows, J. M. (2024). BMJ Open, 14(6).
Exploring Impostor Phenomenon During Onboarding Into a Military Medical School. Military Medicine, Kim, E., Durning, S. J., Dupont, J., Bulaklak, J., Crosier, A., & Soh, M. (2024). 189(7–8), e1653–e1660.
Operational leadership experience of physician graduates of the Uniformed Services University Barry ES, Yarnell AM, Vojta L, et al, BMJ Mil Health Published Online First: 19 June 2024.
Specialist care visits outside the hospital by South Australian older adults. Asante, D., Agyemang-Duah, W., Worley, P., Essilfie, G., & Isaac, V. (2024). BMC Health Services Research, 24(1), 1–7.
Sustaining our rural allied health workforce: experiences and impacts of the allied health rural generalist pathway. Dymmott, A., George, S., Campbell, N., & Brebner, C. (2024). BMC Health Services Research, 24(1), 1–11.
The allied health rural generalist pathway: a cost consequence analysis. Dymmott, A., Brebner, C., George, S., Campbell, N., May, J., Gill, R., & Milte, R. (2024). Rural and Remote Health, 24(2), 8557–8557. https://doi.org/10.22605/RRH8557
Current status and ongoing needs for the teaching and assessment of clinical reasoning – an international mixed-methods study from the students` and teachers` perspective. Wagner, F. L., Sudacka, M., Kononowicz, A. A., Elvén, M., Durning, S. J., Hege, I., & Huwendiek, S. (2024). BMC Medical Education, 24(1), 1–17.
Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside. Durning, S. J., Jung, E., Kim, D.-H., & Lee, Y.-M. (2024). Korean Journal of Medical Education, 36(2), 145–155.
Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research.Parsons, A. S., Wijesekera, T. P., Olson, A. P. J., Torre, D., Durning, S. J., & Daniel, M. (2024) Medical Teacher, 1–12.
Paramedic student and preceptor experiences of a clinical facilitator model during ambulance clinical placements: A qualitative study. Langford, L., Pearce, J., & Lenson, S. (2024). Focus on Health Professional Education: A Multi-Professional Journal, 25(2), 1–19. https://doi.org/10.11157/fohpe.v25i2.761
Establishing new medical schools in diverse contexts: A novel conceptual framework for success. Kirubakaran, S., Kumar, K., Worley, P., Pimlott, J., & Greenhill, J. (2024). Medical Education. https://doi.org/10.1111/medu.15421
Students’ perceptions of the assessment programme’s impact on self-regulated learning: a multiple-case study. Schellekens, L. H., Van der Schaaf, M. F., Baartman, L. K. J., Van der Vleuten, C. P. M., Kremer, W. D. J., & Bok, H. G. J. (2024). Assessment and Evaluation in Higher Education, 1–17.
A Comparison of Uniformed Services University and Health Professions Scholarship Program Graduates’ First Deployment Readiness. Cole, R., Dong, T., Rudinsky, S. L., Tilley, L., Reamy, B. V., & Durning, S. J. (2024). Military Medicine, 189(5–6), e1190–e1195.
Formalizing the scholarship of teaching and learning (SoTL) in health professions education (HPE): A descriptive case study of a master of education degree program in HPE. Soh, M., Samuel, A., Cervero, R. M., & Durning, S. J. (2024). New Directions for Teaching and Learning, 2024(178), 43–49.
Responding to the real problem of sustainable resuscitation skills with real assessment. Mixed-methods evaluation of an authentic assessment programme. Thompson, J., Verrall, C., Bogaardt, H., Thirumanickam, A., Marley, C., & Boyle, M. (2024). Journal of Evaluation in Clinical Practice.
Educating for supported decision making and shared decision making: a scoping review of educational design and outcomes for education and training interventions. Pillen, H., Attrill, S., Fisher, A., Forte, S., Brebner, C., & Robinson, S. (2024). Disability and Rehabilitation, 1–12.
The Australian health workforce: Disproportionate shortfalls in small rural towns. Cortie, C. H., Garne, D., Parker‐Newlyn, L., Ivers, R. G., Mullan, J., Mansfield, K. J., & Bonney, A. (2024). The Australian Journal of Rural Health, 32(3), 538–546. https://doi.org/10.1111/ajr.13121
In Search of a “Metric System” for Measuring Faculty Effort: A Qualitative Study on Educational Value Units at U.S. Medical Schools. Maggio, L. A., Costello, J. A., Kolars, J. C., Cervero, R. M., Jackson, K. M., Durning, S. J., & Ma, T. (2024). Academic Medicine, 99(4), 445–451.
Physician educators’ perceptions of experiences contributing to teaching. Ma, T., Costello, J. A., Dong, T., Durning, S. J., & Maggio, L. A. (2024). The Clinical Teacher, e13768–e13768.
Assessment of management reasoning: Design considerations drawn from analysis of simulated outpatient encounters. Cook, D. A., Durning, S. J., Stephenson, C. R., Gruppen, L. D., & Lineberry, M. (2024). Medical Teacher, 1–15.
Social media for learning: A qualitative exploration of the factors that impact clinical learners’ attitudes and intentions. Ho, V., Nguyen, A., & Kumar, K. (2024). The Clinical Teacher, e13760–e13760.
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot. Hornos, E., Pleguezuelos, E., Bala, L., Collares, C. F., Freeman, A., van der Vleuten, C., Murphy, K. G., & Sam, A. H. (2024). Medical Teacher, 1–8.
Librarian-Led Assessment of Medical Students’ Evidence-Based Medicine Competency: Facilitators and Barriers. Nicholson, J., Plovnick, C., van der Vleuten, C., de Bruin, A. B. H., & Kalet, A. (2024). Perspectives on Medical Education, 13(1), 160–168.
Online clinical reasoning simulator for medical students grounded on dual‐process theory. Hornos, E., Pleguezuelos, E. M., Bala, L., Vleuten, C., & Sam, A. H. (2024). Medical Education, 58(5), 580–581.
Striking up a Conversation: Exploring Advising in Graduate Programs in Health Professions Education. Elliott, S. A., Schermerhorn, J., Durning, S., Costello, J., Norton, C., & Meyer, H. (2024). Military Medicine, 189(1–2), e21–e26.
Striking up a Conversation: Exploring Advising in Graduate Programs in Health Professions Education. Elliott, S. A., Schermerhorn, J., Durning, S., Costello, J., Norton, C., & Meyer, H. (2024). Military Medicine, 189(1–2), e21–e26.
Twelve tips for designing and implementing an academic coaching program. King, S. M., Anas, S., Carnicer Hijazo, R., Jordaan, J., Potter, J. D. F., & Low-Beer, N. (2024). Medical Teacher, 1–7.
Fair Assessment judgements of specialty registrars in clinical practise, Schuwirth, L., & Heyligers, I. (2023). 167, Article D7337.
If you are a health professional looking to deepen your educational practice with a flexible, online program, join us!
Prideaux’s mission is to prepare leaders to transform healthcare through education. Our courses are essential for developing and retaining a well-trained clinician workforce, supported by skilled clinical educators committed to excellence and ongoing professional development.
Become a Health Professions Education researcher.
As a higher degree research student, we will offer you the opportunity to work with highly qualified and recognised professionals who are leaders in international research and development in partnerships in the field of health professional education.
As a PhD candidate, you will be well supported to engage in ongoing learning throughout your candidature. You will have opportunities to access a range of postgraduate courses with flexible learning options that cater to your learning needs.
Get in touch with our passionate team to learn more about research and study opportunities with us.
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