Coronavirus (COVID-19): advice and support for the Bond community. Read more

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

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.

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

​Major projects & studies

The following research projects are currently in progress:

  • Preparedness for practice: A cross-sectional study of Bond medical students (Anne Spooner, Christian Moro, Michelle McLean)
  • Preparedness for podiatry practice in Australia and New Zealand: The clinical supervisor and graduate podiatrist perspective (PhD student, Katrina Reynolds, Supervisors Michelle McLean, Sally Sargeant)
  • Are we missing something? Identifying potential gaps in GP placement experiences of medical students (Natasha Yates, Jane Smith, Anne Spooner, Mark Morgan, Shannon Springer)
  • Sequestration: The impact on OSCE performance and students’ perceptions (Jane Smith, Natasha Yates, Tracy Nielson, Peter Jones, Lesley Delaney, Kate Drinkwater)
  • Medical student and staff perceptions of unprofessional behaviour: A cross-sectional study (Michelle McLean, MD project)
  • How much neuroanatomy is enough for pre-clinical medical students? (Athanasios Raikos)
  • Impact of lecture recording on student participation (Christian Moro)
  • Blended learning in medicine and other health professions (Michelle McLean, Justin Keogh, Lisa Gowthorp)
  • VR and health professions education (Athanasios Raikos, Allan Stirling, Christian Moro)
  • Developing a virtual pathology museum (Neelam Doshi, Gordon Wright)
  • Use of 3D anatomy atlases on tablet devices for learning anatomy (Athanasios Raikos)
  • Developing a Fitness to Practice medicine registry (Peter Jones)
  • Medical students’ perception of the impact of case illustrative learning vs. didactic teaching in Pathology of the knowledge and clinico-pathological correlation skills (Neelam Doshi, Janie Smith, Gordon Wright)
  • Pedagogical frameworks for learning clinical skills (Patricia Green, David Waynforth, Gary Hamlin, Peter Jones)
  • Short-term mobility grants to support clinical placements and workplace-based experiences for Bond University students in Kira Kira (New Colombo Plan, 2015-2019) (Peter Jones) 
  • Student and staff experiences during a global health elective: Evaluating the Kira Kira project after four years. Is it transformative experience? (Peter Jones, James Fink, Janie Dade Smith)
  • Higher education sporting participation and graduate employability: Advancing Australia’s commitment and outcomes (Bon Gray, Justin Keogh, Don Knapp)
  • Debriefing in ‘in situ’ simulation: Investigation of approaches taken to simulation debriefing performed in the clinical environment (Victoria Brazil)
  • Medical students recognition and response to clinical deterioration in simulated scenarios (Nemat Alsaba, Victoria Brazil)
  • ‘Inability to complete’: Organisational response to BLS skills assessment failure (Pilotto, Victoria Brazil)
  • Preparing participants for RRCD simulations (Driver, Victoria Brazil)
  • If you build it, they will comment: Creating an online community of simulation educators through a web-based journal club (Symon, Victoria Brazil, Spurr)
  • Longitudinal study into the impact of cultural awareness education over 5 years at Bond Medical School (Janie Dade Smith, Shannon Springer, Sally Sargeant)
  • Where do our alumni go? (Janie Dade Smith, Richard Hays, Peter Jones, Linda Crane)
  • Medical education registrars: Where are they now? A 10-year follow-up of clinicians training in medical education (Victoria Brazil)
  • Discursive practices around exercise communication to colo-rectal patients (PhD student, Alicia Olsen, Supervisors, Sally Sargeant, Justin Keogh)
  • Finding the crystal ball for weight loss: Use of physiological and genetic markers to predict weight loss in bariatric surgery compared with diet control (Natasha Yates, Hayley O'Neill)
  • Patient satisfaction and the effect on exercise following lap sleeve gastrectomy at 1, 2 and 3+ years (NatashaYates, Sally Sargeant, MD students)
  • Risk and awareness of infectious diseases in the tattoo and body piercing population of South East Queensland (Gordon Wright, Neelam Dosh, MD students)

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).  
  • 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)
  • Establishing a multidisciplinary clinical placement in Kirakira. Health Workforce Australia Final Report, 2015 (Peter Jones)
  • Peer mentoring: Evaluation of a new model of clinical placement in the Solomon Islands undertaken by an Australian medical school (Janie Smith, James Fink, Peter Jones)
  • 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)
  • Enablers and barriers to post-graduate studies in the health care professions (Shelley Kinash, Linda Crane, Gary Hamlin)
  • Academic collaboration, research on benefits Around Teaching in General Practice, ACROBAT-GP Study (Talvika Kooblal, Fiona Burnell, Jane Smith, Christopher Harnden)
  • How useful is YouTube in learning heart anatomy? (Athanasios Raikos, Pasan Waidyasekara) 
  • Professionalism issues identified through workplace-based assessment predicts poor performance of medical students in written and clinical examinations (Peter Jones, Charles Leduc, Barry Rigby)
  • Efficacy of teaching brief motivational interviewing to pre-clinical medical students (Elizabeth Edwards, Patricia Green, Tracy Nielson)
  • 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)