The Health Professions Education Research Group comprises Faculty members and students interested in the scholarship of learning and teaching in the various health professions.
Research areas and recent publications
With the Health Sciences and Medicine Faculty offering a range of health professional degrees, there are a number of research streams, many involving cross-disciplinary collaboration. The Health Professions Education Research Group fosters such collaboration through educational research.
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Clinical education, including placements, MD projects, program evaluation and assessment
Research in this broad area includes learning non-technical skills required for practising medicine, professional identity development, student well-being, student assessment, program evaluation, and the maintenance of professional competence.
Who works in this space?
- Professor Kirsty Forrest
- Professor Peter Jones
- Professor Matthew Links
- Professor Michelle McLean
- Professor Janie Smith
- âAssociate Professor Jo Bishop
- Associate Professor Suzanne Gough
- Associate Professor Tanisha Jowsey
- Associate Professor Neelam Maheshwari
- Associate Professor Treasure McGuire
- Associate Professor Jane Smith
- Assistant Professor Amy Bannantyne
- Assistant Professor Melanie Forbes
- Assistant Professor Sujani Gamage
- Assistant Professor Helen Houghton
- Assistant Professor Lucy Grant
- Assistant Professor Patricia Green
- Assistant Professor Sacha Kennedy
- Assistant Professor Kieran Le Plastrier
- Assistant Professor Nicolene Lottering
- Assistant Professor David Pache
- Assistant Professor Jessica Stokes-Parish
- Assistant Professor Jaclyn Szkwara
- Assistant Professor Carmel Tepper
- Assistant Professor Natasha Yates
Recent publications
- Edwards EJ, Arora B, Green P, Bannantyne AJ, Nielsen T. 2022. Teaching brief motivational interviewing to medical students using a pedagogical framework. Patient Education and Counselling.
- Yates N, Gough S, Brazil V. 2022. Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review. Medical Teacher.
- Kuhn L, Le Plastrier K, 2022. Managing Complexity in Healthcare. Routledge Press.
- Green P, Edwards EJ, Tower M. 2022. Core procedural skills competencies and the maintenance of procedural skills for medical students: a Delphi study.BMC Medical Education.
- Wallis KA, Smith J, Henderson M, Yates N. et al. 2022. A crisis is also an opportunity: GP teachersâ views on continuing clinical placements in general practice during the evolving COVID-19 pandemic. Australian Journal of General Practice.
- McKimm J, Ramani S, Forrest K, Bishop J. et al. 2022. Adaptive leadership during challenging times: Effect strategies for health professions educators: AMEE Guide No. 148. Medical Teacher.
- Ramani S, McKimm J, Forrest KAT, Hays R. Bishop J. 2022. Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143. Medical Teacher.
- Reynolds K, McLean M. 2022. Preparedness of clinical supervisors to supervise podiatry students in Australia: A qualitative study. Australian Journal of Clinical Education.
- Reynolds K, McLean M. 2021. Clinical supervisorsâ perceptions of podiatry studentsâ preparedness for clinical placement and graduatesâ preparedness for podiatry practice in Australia: An exploratory study. Focus on Health Professions Education.
- Rappazzo L, Seagrave S, Gough S. 2021. Forming and shaping of professional identity within pre-registration physiotherapy curricula: A scoping review. Nurse Education Today.
- Thomas M, Butler S, Battye K, Sefton K, Smith JD, et al. 2021. Rural placements during undergraduate training promotes future rural work by nurses, midwives and allied health professionals. Australian Journal of Rural Health.
- Yates N, Purdy E, Alsaba N, Spooner A, Smith J, Brazil V. 2021. Can simulation foster resilience in medical students? BMJ Simulation & Technology Enhanced Learning.
- McLean M, Tepper C, Maheshwari N, Brazil V, Moro C. 2020. Developing future medical educators in an Australian medical program: supervisorsâ reflections in the first four years of MD Professional Project implementation. Medical Education Online.
- Cooper-Ioelu P, Jowsey T, 2021. Interprofessional identity: an ethnography of clinical simulation learning in New Zealand. BMC Medical Education.
- Willers S, Jowsey T, Chen Y. 2021. How do nurses promote critical thinking in acute care? A scoping literature review. Nurse Education in Practice.
- Brooke T, Brown M, Orr RM, Gough S. 2020. Stress and burnout exploring postgraduate physiotherapy studentsâ experiences and coping strategies. BMC Medical Education.
- Tepper C, Bishop J, Forrest K. 2020. Authentic assessment utilising innovative technology enhanced learning. Asia Pacific Scholar.
- Malau-Aduli B, Hays R, âŚ.. Smith J, et al. 2020. Examinersâ decision-making processes in observation-based clinical examinations. Medical Education.
Funded research project
Associate Jane Smith (Academic Lead) was awarded an RACGP Medical Education Research Grant: Exploring GP medical educator and trainee perceptions of benefits, challenges and enablers to online and face-to-face teaching and learning in vocational GP training. $150 000.
Current doctoral candidates and their projects
- Patricia Green: Medical studentsâ core procedural skills competency and their maintenance (University of Queensland)
- Katrina Reynolds: Preparedness for practice: Podiatry graduates and clinical supervisors (Bond University)
- Natasha Yates: Co-regulated learning in simulation-based education (Bond University)
- Victoria Brazil: Translation simulation: How can simulation improve quality in healthcare? (Bond University, PhD by prior publication)
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Clinical practice research informing education
Members of the Health Professions Education Research Group not only research education, we also apply research evidence to our learning and teaching. We also make the most out of existing data. Routinely collected health data are often collected without specific a priori research questions. The growing availability of data routinely generated during health care delivery and through monitoring disease incidence and outcomes has transformed the research landscape. Real-world findings from clinical practice such as typical medication use, have informed educational approaches that have been designed to improve clinical management and patient care.
Recent publication
- MacFarlane M, Thompson JMD, Mitchell EA, Lawton B, McLardy EM, Jowsey T. 2021. PÄpÄâinfant sleep practices and sudden unexpected death in infancy in Aotearoa New Zealand. International Journal of Gynaecology & Obstetrics.
- Pache DM, Hollingworth SA, van Driel ML, McGuire TM. 2019. Does consumer medicines interest reflect medicines use? A comparative quantitative analysis of medicines call centre queries with medicines use in Australia. Research in Social and Administrative Pharmacy.
- Lin M-J P, Jowsey T, Curtis M. 2019. Why people donate their brain to science: A systematic review. Cell and Tissue Banking.
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Ethics and Law Education
Ethics, law and professionalism are essential in healthcare. Inclusion in the various health professional curricula is essential and is likely to include ecological, planetary and public health ethics, discrete ethical dilemmas governing clinics as well as the complex challenges involved in research on humans and other animals. Current research focuses on questions of injustice, violence and disrespect in health care which manifest systemically as well as an exploration of the philosophical drivers of inequities, which generally have health sequelae for both privileged and oppressed populations. Research also includes the ethics of judicious prescribing and clinical decision-making to inform safe and effective prescribing.
Who works in this space?
- Professor Michelle McLean
- Associate Professor Richard Matthews
- Associate Professor Wendy Bonython
- Associate Professor Treasure McGuire
- Associate Professor Tanisha Jowsey
Recent publications
- Zion D, Matthews R. 2022. Can research ethics codes be a conduit for justice? An examination of Aboriginal and Torres Strait Islander guidelines in Australia. Research Ethics.
- Matthews R. 2021. Chapter 7: Some implications of colonialism and Indigenous cultural genocide for healthcare ethics: Reflections from Northern Ontario. In: Indigenous Health Ethics. An Appeal to Human Rights.
- Gray SG, McGuire T. 2019. Navigating off-label and unlicensed medicines use in obstetric and paediatric clinical practice. Journal of Pharmacy Practice and Research.
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Planetary health and sustainable healthcare
Human health depends on a healthy planet. With the planet currently facing a number of crises such as rapid warming, biodiversity loss and water and air pollution, and with healthcare having a large environmental footprint, health care professionals need to mitigate further ecosystem disruption and adapt to changes that have already happened. Educating for sustainable healthcare and planetary health is therefore urgent. A number of MD student projects involve theatre waste audits.
The traditional knowledge of Indigenous Peoples around the world is vital for transforming the healthcare system and health professions education.
Who works in this space?
- Professor Michelle McLean
- Associate Professor Neelam Maheshwari
- Associate Professor Richard Matthews
- Associate Professor Treasure McGuire
- Associate Professor Christian Moro
- Associate Professor Beth Mozolic-Staunton
- Assistant Professor Kristen MacKenzie-Shalders
- Assistant Professor Lucy Grant
- Assistant Professor David Pache
Recent publications
- McLean M, Phelps C, Smith J, Maheshwari N, Veer V, Bushnell D, Matthews R, Craig B, Moro C. 2022. An authentic learner-centered planetary health assignment: A five-year evaluation of student choices to address Sustainable Development Goal 13 (Climate Action). Frontiers in Public Health.
- Moro C, McLean M, Phelps C. 2022. Embedding planetary health concepts in a pre-medical physiology subject. Medical Teacher.
- Madden DL, Horton GL, McLean M. 2022. Preparing Australian medical students for environmentally sustainable health care. Medical Journal of Australia.
- Shaw E, Walpole S, McLean M⌠MacKenzie-Shalders K et al. 2021. AMEE Consensus Statement: Planetary health and education for sustainable healthcare. Medical Teacher. )
- Thomas ST, Thomas ET, McLean M, Thomas TT. 2021. Paving the way to achieving the United Nations Sustainable Development Goals for women from Indigenous communities: lessons from Attappady, India. Discover Sustainability.
- McLean M, Gibbs T, McKimm J. 2020. Educating for planetary health and environmentally sustainable health care: Responding with urgency. Medical Teacher.
- Schwerdtle PN, Horton G, Kent F, Walker L, McLean M. 2020. Education for sustainable healthcare: A transdisciplinary approach to transversal environmental threats. Medical Teacher.
- Redvers N, Schultz C. 2020. Indigenous perspectives on education for sustainable healthcare. Medical Teacher.
- Redvers N Poelina A, Schultz C et al. 2020. Indigenous Natural and First Law in Planetary Health. Challenges.
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Technology-enhanced learning, including social media
Modern education practices aim to move away from traditional, didactic lecturer-focussed instruction to student self-directed, authentic and experiential learning environments. The introduction of technology has been one step towards achieving this goal. The introduction of serious games, virtual and augmented reality, web-based services and mobile-based interactive activities has been another step. Research assesses the effectiveness of technology-enhanced learning and investigates the impact if its use on student achievement. Another area of expanding research is the use of social media in learning and teaching and the dissemination of health messages.
Who works in this space?
- Professor Victoria Brazil
- Associate Professor Suzanne Gough
- Associate Professor Cindy Jones
- Associate Professor Christian Moro
- Associate Professor Allan Stirling
- Associate Professor Tanisha Jowsey
- Assistant Professor Stephan Levonis
- Assistant Professor Iris Lim
- Assistant Professor Nicolene Lottering
- Assistant Professor Jessica Stokes-Parish
- Assistant Professor Stephanie Schweiker
Recent publications
- Moro C, Phelps C. 2022. Smartphone-based augmented reality physiology and anatomy laboratories. Medical Education.
- Jones C. âŚ.. Moro C. 2022. Providing dementia education with augmented reality: a health sciences and medicine feasibility pilot study. Research in Learning Technology.
- Moro C, Birt J, Stromberga Z, Phelps C, Clark J, Glasziou P, Scott AM. 2021, Virtual and augmented reality enhancements to medical and science student physiology and anatomy test performance: A systematic review and metaâanalysis. Anatomical Sciences Education.
- Moro C, Phelps C, Redmond P, Stromberga Z. 2021, HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial. British Journal of Educational Technology.
- Brazil V, Stokes-Parish J, Spurr J. 2020. Role of social media in health professions education. In: Clinical Education for the Health Professions: Theory and Practice. Nestel D, Reedy G, McKenna L, Gough S (eds). Springer Nature.
- Stokes-Parish J. et al. 2021. How does moulage contribute to medical studentsâ perceived engagement in simulation? A mixed-methods pilot study. Advances in Simulation.
- Stirling AC, Moro C. 2020. The Use of Virtual, Augmented and Mixed Reality in Anatomy Education, in Teaching Anatomy: A Practical Guide. LK Chan, W Pawlina (Eds). Springer International Publishing: Cham. p. 359-366.
- Levonis SM, Tauber AL, Schweiker SS. 2020. 360° virtual laboratory tour with embedded skills videos. Journal of Chemical Education.
- Schweiker SS, Levonis SM. 2020. Insights gained while teaching first semester chemistry in the time of COVID-19 at Bond University in Australia. Journal of Chemical Education.
- Schweiker SS, Levonis SM. 2020. A quick guide to producing a virtual chemistry course for online education. Future Medicinal Chemistry.
- Moro C, Stromberga Z. 2020. Enhancing variety through gamified, interactive learning experiences. Medical Education.
- Moro C, Phelps C, Stromberga Z. 2020. Utilizing serious games for physiology and anatomy learning and revision. Advances in Physiology Education.
- Lee J, Kim H, Kim KH, Jung D, Jowsey T, Webster CS. 2020. Effective virtual patient simulators for medical communication training: a systematic review. Medical Education.
Collaborative research
Two recently established Bond University collaborations, the Collaboration for Research in Understanding Stigma in Healthcare (CRUSH) and the Translational Simulation Collaborative are also involved in health professions education. CRUSH focuses on advancing knowledge and understanding on stigma to improve care provision and health outcomes for the individuals/groups experiencing stigma. The various members undertake evidence-based research on stigma and discrimination in healthcare to support stigma reduction efforts through education, prevention, care and treatment. Some members of this Collaboration are involved in researching student well-being, including sexual assault and sexual harassment (SASH) at university. The Translational Simulation Collaborative is an academic and operational alliance between Bond University and Gold Coast Health to deliver better care, improve simulation delivery techniques and develop healthcare practitioners who can use simulation in their everyday practice.