We value the use of the best available evidence in the practice of health professions education. Why? Well, there are many reasons but several stand out.
Universities are organisations in which scientific evidence is important, and so it is only logical to make sure that the best available evidence is applied to our education as well.
That is what we do; research and research translation to enhance clinical education and practice.
Our work includes research and development, clinical education expertise development, and engagement for real-world impact.
Healthcare, patient demographics, and what we know about good education are all changing. We are conducting research to stay on top of these developments, to ensure that health education stays current, and the nurses, doctors and health professionals of the future are prepared. We put this into action by working together with researchers and health professionals to ensure the application of best-available evidence to practice.
Prideaux was established in 2014 and is named after Emeritus Professor David Prideaux. Emeritus Professor Prideaux played a major role in developing and maintaining the great national and international reputation of Flinders in the area of health professional education development and research. Today, we continue his legacy by supporting an enthusiastic and prolific group of researchers in the domain of health professions education (HPE) and by offering a range of postgraduate clinical education programs.
We are located in the College of Medicine and Public Health and link with researchers in the College of Nursing and Health Sciences, the University and around the world.
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:
In addition to conducting research, the Research Support Network (RSN) is designed to actively promote, support and foster quality health professional education (HPE) research.
To do this, we work with researchers in a range of support capacities including, but not limited to:
The RSN offers a peer review service to Prideaux Discipline of Clinical Education researchers who are seeking feedback on a research proposal, grant application, or manuscript for publication.
This service aids in ensuring that planned research activities have academic merit and rigour.
Researchers who are external to Flinders University can use the service and a consulting fee can be negotiated with our chair.
How to apply
Email your document to Prideaux with any additional information that may assist reviewers (who will remain anonymous). Please ensure that ample time is given for the review process to occur (approximately 3-4 weeks).
Two reviewers are then invited to review the document and provide feedback.
The RSN Chair receives the collated feedback and conducts an independent ethical risk assessment on the project.
The RSN seeks to build the capacity of HPE researchers by providing access to research mentoring and peer support.
Appropriate mentors are sourced from Prideaux's membership to work with researchers, providing guidance, advice and support.
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.
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.
From Noise to Music: Reframing the Role of Context in Clinical Reasoning. Penner, J. C., Schuwirth, L., & Durning, S. J. (2024). Journal of General Internal Medicine : JGIM.
A comparison of rural and regional work locations and speciality choices between graduates from the University of Wollongong and all Australian medical schools using the Medical Schools Outcomes Database. 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(1), 152–161.
The Making of an Educator: Professional Identity Formation Among Graduate Medical Education Faculty Through Situated Learning Theory. McMains, K. C., Durning, S. J., Norton, C., & Meyer, H. S. (2023). The Journal of Continuing Education in the Health Professions, 43(4), 254–260.
Does Masking MCAT Scores During Admissions Increase Equity? Arnold, M. J., Dong, T., Liotta, R., Saguil, A. A., & Durning, S. J. (2023). Academic Medicine, 98(12), 1413–1419.
Addressing HPSP Learner Needs: A Pilot Study of a “Fundamentals of Military Medicine” Course. Samuel, A., Teng, Y., King, B., Cervero, R. M., Durning, S. J., & Beadling, C. W. (2023). Military Medicine, 188(11–12), e3645–e3651.
The hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctors. Lu, V., & Kumar, K. (2023). The Clinical Teacher, e13680–e13680. https://doi.org/10.1111/tct.13680
Marking parties for marking written assessments: A spontaneous community of practice. Vaccari, E., Moonen-van Loon, J., Van der Vleuten, C., Hunt, P., & McManus, B. (2023). Medical Teacher, 1–7.
Comparison of Academic, Administrative and Community Rater Scores at a Multiple Mini Interview Using Generalisability Theory. Sow, C. F., Collares, C., Pau, A., & Van Der Vleuten, C. (2023). Education in Medicine Journal, 15(3), 41-53.
How do workplace educators assess student performance at the workplace? A qualitative systematic review. De Vos, M. E., Baartman, L. K. J., Van der Vleuten, C. P. M., & De Bruijn, E. (2023). Vocations and Learning.
Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence. Fawns, T., & Schuwirth, L. (2024). Medical Education, 58(1), 14–16.
An automated protocol for assessing career rurality outcomes of Australian health professionals using retrospective data. Cortie, C. H., Garne, D., Parker-Newlyn, L., Ivers, R. G., Mullan, J., Mansfield, K. J., & Bonney, A. (2023). The Australian Journal of Rural Health, 31(6), 1252–1260.
Using Self-Regulated Learning Microanalysis to Examine Regulatory Processes in Clerkship Students Engaged in Practice Questions. Andrews, M. A., Okuliar, C. A., Whelton, S. A., Windels, A. O., Kruse, S. R., Nachnani, M. G., Topol, D. A., McBee, E. C., Stein, M. T., Singaraju, R. C., Gao, S. W., Oliver, D. S., Mangal, J. P., LaRochelle, J. S., Kelly, W. F., DeZee, K. J., Chen, H. C., Artino, J., Hemmer, P. A., … Durning, S. J. (2023). Perspectives on Medical Education, 12(1), 385–398.
Evaluating allied health students’ readiness for placement learning. Judd, B., Brentnall, J., Scanlan, J. N., Thomson, K., Blackstock, F., Mandrusiak, A., Chipchase, L., Phillips, A., & McAllister, S. (2023). BMC Medical Education., 23(1).
Enhancing the local workforce outcomes for rural LICs: what is the role of the local health service in leading innovation in medical education? Champion, W. (2023). Rural and Remote Health., 23(1), 8182.
Management reasoning and patient-clinician interactions: Insights from shared decision-making and simulated outpatient encounters. Cook, D. A., Hargraves, I. G., Stephenson, C. R., & Durning, S. J. (2023). Medical Teacher., 1–13.
Using Resident-Sensitive Quality Measures Derived From Electronic Health Record Data to Assess Residents’ Performance in Pediatric Emergency Medicine. Smirnova, A., Chahine, S., Milani, C., Schuh, A., Sebok-Syer, S. S., Swartz, J. L., Wilhite, J. A., Kalet, A., Durning, S. J., Lombarts, K. M., van der Vleuten, C. P., & Schumacher, D. J. (2023). Academic Medicine., 98(3), 367–375.
Semantic competence and prototypical verbalizations are associated with higher OSCE and global medical degree scores: a multi-theory pilot study on year 6 medical student verbalizations. Diogo, P. G., Pereira, V. H., Papa, F., van der Vleuten, C., Durning, S. J., & Sousa, N. (2022). Diagnosis, 0(0).
A scoping review of self‐monitoring in graduate medical education. Johnson, W. R., Durning, S. J., Allard, R. J., Barelski, A. M., & Artino, A. R. (2023). Medical Education.
Developing a European longitudinal and interprofessional curriculum for clinical reasoning. Hege, I., Adler, M., Donath, D., Durning, S. J., Edelbring, S., Elvén, M., Bogusz, A., Georg, C., Huwendiek, S., Körner, M., Kononowicz, A. A., Parodis, I., Södergren, U., Wagner, F. L., & Wiegleb Edström, D. (2022). Diagnosis, 0(0).
Guarded reciprocity: A study of managers expectations of graduates interprofessional practice (IPP) skills and knowledge. Donnelly, F., Gordon, S., Lawn, S., Schoo, A., Thomas, J., & White, K. (2023). Journal of Interprofessional Education & Practice, 31.
Prideaux’s mission is to prepare leaders to change the health care setting through education. These courses are a cornerstone for developing and retaining a well-trained clinician workforce that is supported by skilled clinical educators who are committed to excellence and ongoing professional development. As a health professional interested in deepening and expanding your educational practice, and looking for a convenient, flexible, adaptable, online program, we invite you to join us.
These courses are a cornerstone for developing and retaining a well-trained clinician workforce that is supported by skilled clinical educators who are 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.
Office Suite 512
Level 5 Health Sciences Building
Bedford Park
South Australia
Director, Professor Lambert Schuwirth
Research Manager, Dr Svetlana King
Professional staff team, Fiona Smith
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