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Our research

Our mission is to foster and conduct translational research. This involves ongoing dialogue between educational theory and practice. The translational research process involves:

Research typeAims

Fundamental research

To understand the educational issue or problem at its most basic level

Design-based research

To translate theoretical findings to small-scale implementations to identify the optimal practical translation of the educational innovation

Justification research

To examine the effect of the educational innovation

 To read more about these types of research, click here.


Research theory-practice flowchart


Our research is organised into two streams:


Programmatic assessment for learning

Integrating admissions, assessment, evaluation and education into one system to maximise students’ learning and developing expertise as health professionals

Longitudinal integrated learning environments

Redesigning workplace learning contexts to better foster students’ clinical expertise development and professional identity formation


Worley, P., O’Sullivan, B., Ellis, R. (2019). "From locum-led outposts to locally led continuous rural training networks: the National Rural Generalist Pathway." Medical Journal of Australia 211(2): 57-59.e51.

Bass, J., Sidebotham, M., Creedy, D., Sweet, L.  (2019). "Midwifery students’ experiences and expectations of using a model of holistic reflection." Women and Birth

Pock, A. R., Durning, S.J., Gilliland, W.R., Pangaro, L.N.,  (2019). "Post-Carnegie II curricular reform: A north American survey of emerging trends & challenges." BMC Medical Education 19(1).

 Meyer, E. G., Chen, H.C., Eijtdehaage, S., Durning, S.J., Maggio, L.A.,  (2019). "Scoping Review of Entrustable Professional Activities in Undergraduate Medical Education." Acad Med 94(7): 1040-1049.

Gruppen, L. D., Irby, D.M., Durning, S.J., Maggio, L.A., (2019). "Conceptualizing Learning Environments in the Health Professions." Acad Med 94(7): 969-974.

CampbellN., WozniakH., Philip, R.L., Damarell, R.A.,  (2019). "Peer-supported faculty development and workplace teaching: an integrative review." Medical Education.

Durning, S.J., Sklar, D.P., Driessen, E.W., Maggio, L.A. (2019). ""This Manuscript Was a Complete Waste of Time": Reviewer Etiquette Matters." Acad Med 94(6): 744-745.

Heeneman, S., Driessen, E., Durning, S.J., Torre, D. (2019). "Use of an e?portfolio mapping tool: connecting experiences, analysis and action by learners." Perspectives on Medical Education 8(3): 197-2

Jonas, C. E., Durning, S.J., Zebrowski, C., Cimino, F. (2019). "An Interdisciplinary, Multi-Institution Telehealth Course for Third-Year Medical Students." Acad Med 94(6): 833-837.

 O'Brien, B., Irby, D.M., Durning, S.J., Hamstra, S.J., Hu, W.C.Y., Gruppen, L.D., Varpio, L. (2019). "Boyer and Beyond: An Interview Study of Health Professions Education Scholarship Units in the United States and a Synthetic Framework for Scholarship at the Unit Level." Acad Med 94(6): 893-901.

Daniel, M., Rencic, J., Durning, S.J. etal. (2019). "Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance." Acad Med 94(6): 902-912.

D'Angelo, M. R., Seibert, D., Welder, M.D., Cervero, R.M., Durning, S.J. (2019). "Decoding Readiness: Towards a Ready Military Healthcare Force." Military Medicine 184(5-6): 122-126.

Cleary, T. J., Konopasky, A., LaRochelle, J.S., Neubauer, B.E., Durning, S.J., Artino, A.R. Jr, (2019). "First-year medical students’ calibration bias and accuracy across clinical reasoning activities." Advances in Health Sciences Education.

Lim, D., Schoo, A., Lawn, S., Litt, J. (2019). "Embedding and sustaining motivational interviewing in clinical environments: a concurrent iterative mixed methods study." BMC Medical Education(19): 164.            

Doeltgen, S., Attrill, S., Murray, J. et al. (2019). "Supporting the development of clinical reasoning of preprofessional novices in dysphagia management." Seminars in Speech and Language 40(3): 151-161.

Bhoopatkar, H., Wearn, A., Vnuk, Anna.(2019) Audit and exploration of graduating medical students' opportunities to perform digital rectal examinations as part of their learning.  ANZ Journal of Surgery. 89(5):617-618.

Matsuyama, Y., Nakaya, M., Okazaki, H., Lebowitz, A.J.,  Leppink, J., Van Der Vleuten, Cees P.M. (2019). Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: A qualitative study in a Japanese undergraduate setting. BMC Medical Education 19:152

Smirnova, A.Sebok-Syer, S.S.Chahine, S.Kalet, A.L.Tamblyn, R.Lombarts, K.M.J.M.H.Van der Vleuten, Cees P.M.Schumacher, D.J. (2019). Defining and Adopting Clinical Performance Measures in Graduate Medical Education: Where Are We Now and Where Are We Going? Academic Medicine. 94(5):671–677

Smirnova, A., Arah, O.A., Stalmeijer, R.E., Lombarts, K.M.J.M.H., Van Der Vleuten, Cees P.M. (2019). The Association between Residency Learning Climate and Inpatient Care Experience in Clinical Teaching Departments in the Netherlands. Academic Medicine. 94(3):419–426

Thomas, A., D. Gruppen, L., Van der Vleuten, Cees P.M., Chilingaryan, G., Amari, F., Steinert, Y. (2019). Use of evidence in health professions education: Attitudes, practices, barriers and supportsMedical Teacher.