Overview of the Health Professions Education Research Group

The Health Professions Education Research Group comprises Faculty members interested in the scholarship of learning and teaching in the various health professions.

Objectives

The goals for the HPE Research Group are to:

  • Co-ordinate health professions education research activities within the Faculty
  • Develop an ethos of health professions research within the Faculty
  • Establish focus areas in research in terms of the current and future trends in health professions education
  • Provide staff development to promote health professions education research through workshops, journal clubs, and discussion fora
  • Provide guidance and resources for those interested in health professions education research
  • Promote health professions education research within the region, nationally and internationally by establishing networks of collaborators
  • Promote and facilitate learning and  teaching scholarship by publishing research in peer-reviewed journals and presenting at local, national and international conferences
  • Communicate results of research activities to decision-and policy-makers
  • Secure funding for health professions research activities
  • Involve students in the activities of the research group, as appropriate

Mission Statement

The mission of the Health Professions Education Research Group is to act as a co-ordinating body within the Faculty of Health Sciences & Medicine, Bond University, for individuals or groups interested in health professions education in order to promote scholarly activities in learning and teaching locally, regionally, nationally and internationally.

Key Staff & Researchers

​Major Projects & Studies

The research projects below are currently underway, some of which are being offered as PhD projects:

  • A critical examination of health professional learning and teaching practices in Australian universities (Roger Hughes, Richard Hays)
  • Cognitive and psychomotor skills development in health professions education (Victoria Brazil)
  • Enablers and barriers to post-graduate studies in the health care professions (Linda Crane, Janie Dade Smith, Christina Wolfe)
  • Exploring the perceptions of Australian and US Medical Students and their teachers about clinical professional attire (Katrina Bramstedt, Clinton Colaco, University of Tasmania, Touro College of Medicine, Baylor College of Medicine)
  • Interprofessional training in undergraduate medical education: Trainer and trainee perceptions (Patricia Johnson; Michelle McLean, Victoria Brazil, Janie Dade Smith)
  • Skills development in problem-based learning (Gary Hamlin, Michelle McLean, Linda Crane)
  • Simulation in health professions education (Victoria Brazil, Patricia Green, Tracy Nielsen)
  • Struggling students: Do they set their goals too high or too low? (Gary Hamlin, Michelle McLean)
  • Teaching safe social media strategies to medical students in their clinical years (Katrina Bramstedt, Ben Ierna, Victoria Woodcroft-Brown)
  • Fitness to practice medicine registry (Peter Jones, Katrina Bramstedt)
  • The impact of accelerated programmes  on students, faculty and administrative staff (Michelle McLean, Linda Crane, Patricia Johnson)
  • Therapeutic choices of undergraduate medical students during their first GP placement (Jane Smith)
  • The evaluation of constructive alignment of clinical activities,  learning outcomes, and assessments with a flipped classroom, to expand on workplace based learning in general practice (Jane Smith, Natasha Yates)
  • Medical students’ perceptions of unprofessional behaviour: A cross-sectional study (Michelle McLean, Katrina Bramstedt, Patricia Johnson)
  • International medical educators: Who are they? (Michelle McLean, Judy McKimm, Ana Da Silva (Swansea University), Stella Major (Weill-Cornell, Qatar))
  • Longitudinal study into the impact of cultural awareness education over 5 years at Bond Medical School (Janie Dade Smith, Shannon Springer, Sally Sargeant, Christina Wolfe, John Togno, Mary Martin, Brad Murphy, Katrina Bramstedt)
  • Discursive practices around exercise communication to colo-rectal patients (PhD student, Alicia Olsen, Supervisors, Sally Sargeant, Justin Keogh)
  • Profiling the demographic, education, experience and practice attributes of the academic dietetic educator workforce in Australia (Kate Morgan)
  • Exploring the preparation and preparedness of the Australian dietetic workforce (Kate Morgan)
  • Student and staff experiences during a global health elective: The Kira Kira experience (Peter Jones, James Fink, Janie Dade Smith, Michelle McLean, Sophie West, plus others)
  • Higher education sporting participation and graduate employability: Advancing Australia’s commitment and outcomes (Bon Gray, Justin Keogh, Don Knapp (CEO, Australian University Sport))
  • Anatomic variations – How do surgical and radiology colleges teach and assess them in their training curricula? (Masters project: Athanasios Raikos, supervised by Janie Dade Smith)
  • Tracking of long-term professional outcomes for students in health professional programs at Bond University (Christina Wolfe, Linda Crane, Richard Hays, Wayne Hing, Peter Jones)
  • How useful is YouTube in learning heart anatomy? (Athanasios Raikos and students, Kartik Vasan, Priyanka Ramachandran, Karan Sandhu, Navitha Kathirgamanathan)
  • The use of 3D anatomy atlases on tablet devices for learning anatomy (Athanasios Raikos and students, Tabrez Sheriff, Andrew Daniel, Neel Gore)
  • How much neuroanatomy is enough for pre-clinical medical students? (Athanasios Raikos and students, Kartik Vasan; Panagiota Kordali, Melad Syed)
  • The impact of lecture recording on student participation (Christian Moro and collaborators)

Completed Projects

  • Student perceptions of what constitutes “disease” (Chrissy Erueti, Chris del Mar)
  • Telemedicine as an ethics teaching tool for medical students within the nephrology curriculum (Katrina Bramstedt and students, Melissa Prang, Sameer Dave, Paul Ng Hung Shin, Amani Savy, Richard Fatica).  Prog Transplant. 2014 Sep;24(3):294-7.
  • Professional identity development in medical students: Students’ and teachers’ perspectives (Michelle McLean, Patricia Johnson, Sally Sargeant,  Patricia Green and students, Sophie West and Hiba Gundru)
  • Full medical program fees and medical student career intention (Richard Hays, Janie Dade Smith, David Waynforth and students, Edward Teo, Kathleen Lockhart, Jennifer Pushparajah)
  • What are the speciality choices and rural intentions of Bond medical students compared with other Australian medical students? (Janie Dade Smith, David Waynforth and students, Edward Teo, Kathleen Lockhart, Jennifer Pushparajah)
  • Using cultural immersion as the platform for teaching Aboriginal and Torres Strait Islander health in an undergraduate medical curriculum (Janie Dade Smith, Shannon Springer, Christina Wolfe, John Togno, Mary Martin, Brad Murphy, Sally Sargeant, Katrina Bramstedt)
  • Are problem-based learning facilitators able to identify the borderline student? (completed Masters project: Carmel Tepper, supervised by Janie Dade Smith)
  • What are the benefits of integrated teaching in a modern medical curriculum? (completed Masters project: Allan Stirling, supervised by Janie Dade Smith)
  • Factors that influence performance in a problem-based learning tutorial (completed PhD: Noura Alajmi, supervised by Richard Hays and Michelle McLean)
  • Communicating evidence shared decision-making to simulated patients (Chris Del Mar, Tammy Hoffmann, Sally Bennet)
  • Academic Collaboration, Research on Benefits Around Teaching in General Practice, ACROBAT-GP Study (Talvika Kooblal, Fiona Burnell2, Jane Smith, Christopher Harnden2 Griffith University)
  • How useful is YouTube in learning heart anatomy? (Athanasios Raikos; Pasan Waidyasekara) http://www.ncbi.nlm.nih.gov/pubmed/23564745
  • Professionalism issues identified through workplace-based assessment predicts poor performance of medical students in written and clinical examinations (Peter Jones, Charles Leduc, Barry Rigby)