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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


Sweet, L., Fleet, J., Bull, A., Downer, T., Fox, D., Bowman, R., . . . Henderson, A. (2019). Development and validation of the Australian Midwifery Standards Assessment Tool (AMSAT) to the Australian Midwife Standards for Practice 2018 . Women and Birth.
Oakes, J., Pols, R., & Lawn, S. (2019). The ‘merry-go-round’ of habitual relapse: A qualitative study of relapse in electronic gaming machine problem gambling . International Journal of Environmental Research and Public Health, 16(16).
Muir-Cochrane, E., Lawn, S., Coveney, J. D., Zabeen, S., Kortman, B., & Oster, C. (2019). Recovery college as a transition space in the journey towards recovery: An Australian qualitative study . Nursing and Health Sciences.
Sweet, L., Fleet, J., Bull, A., Downer, T., Fox, D., Bowman, R., . . . Henderson, A. (2019). Development and validation of the Australian Midwifery Standards Assessment Tool (AMSAT) to the Australian Midwife Standards for Practice 2018 . Women and Birth.

Claramita, M., Setiawati, E., Kristina, T., Emilia, O., Van der Vleuten, C., (2019). "Community-based educational design for undergraduate medical education: A grounded theory study." BMC Medical Education 19(1).
Caudle, A., Schuwirth, L., Sweet, L., . (2019). "Nonsense, normative or necessity: The purpose of repeating a modified internship for qualified paramedics to move between Australian states: Perspective from one state service." Australasian Journal of Paramedicine 16.
Sapp, J. E., Torre, D.M., Larsen, K., Holmboe, E., Durning, S.J.  (2019). "Trust in Group Decisions: A scoping review." BMC Medical Education 19(1).
Smith, D., Fairweather-Schmidt, a., Harvey, P., Bowden, J., Lawn, S., Battersby, M. (2019). "Does the Partners in Health scale allow meaningful comparisons of chronic condition self-management between men and women? Testing measurement invariance." Journal of Advanced Nursing.

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.