The Poche Adelaide team are involved in a variety of research activities.
- Office of Learning and Teaching (OLT), National Senior Teaching and Learning Fellowship – McDermott, D. Having the hard conversations: Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum. 2014-2018.
- NHMRC CRE - APP1078046. Baum, Friel et al. McDermott (CID). Centre of Research Excellence on Social Determinants of Health Equity (CRESDHE): Policy research on the social determinants of health equity. 2015-2020.
- ARC Discovery – APP160100244. Baum et al. McDermott (CIE). Understanding how the policies of Australian governments can promote health through action on the social determinants of health and health equity. 2016-2018.
- ARC Discovery – APP120101510. Baum, MacDougall, Newman, McDermott, Popay, Marmot. Theorising and understanding how policy processes affect uptake of evidence on social determinants of health and equity in Australian health policy. 2012-14.
- NHMRC Project – APP1027561. Baum, Harris, Kickbusch, MacDougall, McDermott, Lawless. Understanding how complex policy processes influence the social determinants of health, well-being and equity: A case study of the SA Health in All Policies Initiative. 2012-16.
Co author with Dennis McDermott for the reporting outcomes of the Office of Learning and Teaching (OLT), National Senior Teaching and Learning Fellowship - Having the hard conversations: Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum. 2014-2018.
PhD (in progress) and associated funding application:
- Contextualising acute coronary syndrome standards and guidelines for Aboriginal people residing in Central Australian and Top End Aboriginal communities.
- iECG research incorporating use of a Point of Care testing device to
detect for prevalence of atrial fibrillation for Aboriginal people 45 years and
PhD (in progress) comprised of two major projects:
- Critical examination of problem representation in the Closing the Gap policy framework.
- Systematic review of current approaches to Cultural Safety-based Education, with a focus on how criticality and critical self-reflection are conceptualised, taught and assessed.