Prideaux
Health Professions
Education
We believe in nurturing future healthcare professionals that are as good as society deserves.
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.
ABOUT
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.
The Waterman Foundation
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.
OUR RESEARCH
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:
- Examiner decision
- Programmatic assessment
- Interprofessional learning
- Clinical supervisor training
- Self-regulated learning
- Faculty development in health professions education
- Fairness in judgement and decision making
- Relevance in education
SUPPORT SERVICES FOR RESEARCHERS
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:
- Research design
- Research project supervision
- Feedback on research proposals
- Advanced studies resource and curriculum development
- Domestic and International Research Collaboration and Publications
- Support with publishing
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.
RECENT PUBLICATIONS BY PRIDEAUX MEMBERS
An exploratory study of allied health students' experiences of electronic medical records during placements. Baysari, M. T., Wells, J., Ekpo, E., Makeham, M., Penm, J., Alexander, N., . . . McAllister, S. (2022). Applied Clinical Informatics, 13(2), 410-418.
Contemporary Australian socio-cultural factors and their influence on medical student rural career intent. Padley, J., Gonzalez-Chica, D., Worley, P., Morgan, K., & Walters, L. (2022). Australian Journal of Rural Health.
A pilot study of the generalizability of preclinical entrustment assessments in undergraduate medical education. Meyer, E. G., Boulet, J. R., Monahan, P. B., Durning, S. J., & Uijtdehaage, S. (2022). Academic Medicine, 97(4), 562-568.
Influence of rural clinical school experience and rural origin on practising in rural communities five and eight years after graduation. Seal, A. N., Playford, D., McGrail, M. R., Fuller, L., Allen, P. L., Burrows, J. M., Wright J.R., Bain‐Donohue, S., Garne, D.,; Major, L.G., Luscombe, G. M. (2022). Medical Journal of Australia, 216(11), 572-577.
Locally adapting generic rubrics for the implementation of outcome-based medical education: A mixed-methods approach. Kondo, T., Nishigori, H., & van der Vleuten, C. (2022). BMC Medical Education, 22(1) doi:10.1186/s12909-022-03352-4
Embedding a Coaching Culture into Programmatic Assessment. King, S. M., Schuwirth, L., & Jordaan, J. (2022). Education Sciences, 12(4).
Pre-clerkship EPA assessments: A thematic analysis of rater cognition. Meyer, E. G., Harvey, E., Durning, S. J., & Uijtdehaage, S. (2022). BMC Medical Education, 22(1).
Extending growth curves: a trajectory monitoring approach to identification and interventions in struggling medical student learners. Landoll, R. R., Bennion, L. D., Maranich, A. M., Hemmer, P. A., Torre, D., Schreiber-Gregory, D. N., Durning. S.J., Dong, T. (2022). Advances in Health Sciences Education.
“Supervisory Dyads’ Communication and Alignment Regarding the Use of Workplace-Based Observations: a Qualitative Study in General Practice Residency.” de Jonge, Laury P J W M, Floor N E Minkels, Marjan J B Govaerts, Jean W M Muris, Anneke W M Kramer, Cees P M van der Vleuten, and Angelique A Timmerman. BMC medical education. 22, no. 1 (2022).
“From Training to Education: Understanding and Responding to the Resuscitation Education Issues with Ideas and Theory.” Thompson, James. Journal of evaluation in clinical practice (2022)
“An International Study on the Implementation of Programmatic Assessment: Understanding Challenges and Exploring Solutions.” Torre, Dario, Lambert Schuwirth, Cees Van der Vleuten, and Sylvia Heeneman. Medical teacher. (2022): 1–10.
‘Everyone’s nice, but …’: A qualitative exploration of trainees' experiences of postgraduate geriatric medicine training in Australia. Rhodes, C., Lane, H., Kumar, K., & Etherton-Beer, C. (2021). Australasian Journal on Ageing.
New Insights About Military Interprofessional Healthcare Teams: Lessons Learned and New Directions From a Program of Research. L Varpio, K S Bader-Larsen, M K Hamwey, H S Meyer, A Artino, D F Cruthirds, S J Durning., Volume 186, Issue Supplement_3, November-December 2021, Military Medicine.
Leadership and Followership in Military Interprofessional Health Care Teams, E S Barry, K S Bader-Larsen, H S Meyer, S J Durning, L Varpio, Military Medicine, Volume 186, Issue Supplement_3, November-December 2021.
Perseverance: An Essential Trait of Military Interprofessional Healthcare Teams, H Meyer, S J Durning, K S Bader-Larsen, M Hamwey, L Varpio, Military Medicine, Volume 186, Issue Supplement_3, November-December 2021.
Military Interprofessional Healthcare Teams: Identifying the Characteristics That Support Success, L Varpio, K S Bader-Larsen, S J Durning, A Artino, M K Hamwey, D F Cruthirds, H S Meyer, Military Medicine, Volume 186, Issue Supplement_3, November-December 2021.
Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study. Matsuyama, Y., Okazaki, H., Kotani, K., Asada, Y., Ishikawa, S., Lebowitz, A. J., . . . van der Vleuten, C. (2021). Asia Pacific Scholar.
Exploring typologies of consultation performance using authentic clinical experiences to support learning and assessment in postgraduate medical training, A Timmerman, M Oerlemans, C van der Vleuten, T Pawlikowska, P Ram, J Muris, Patient Education and Counseling,2021.
Imagining the future: Social connections and new methodologies. Wozniak, H, Philip, RL. Med Educ. 2022.
Reimagining Physician Development and Lifelong Learning: An Ecological Framework. Mazmanian, P, Cervero, R. & Durning, S. (2021). Journal of Continuing Education in the Health Professions.
"Marŋgithirri Guŋga’yunarawu Ga Guŋga’yunyarawu Marŋgithinyarawu Learning to Connect and Connecting to Learn: Preparing the Rural and Remote Allied Health Workforce through a Co‐created Student‐implemented Service in East Arnhem, Australia." Bird, Katrina, Kylie Stothers, Emily Armstrong, Eunice Djerrkŋu Marika, Murphy Dhayirra Yunupingu, Louise Brown, Susan Witt, Narelle Campbell, and Ruth Barker. The Australian Journal of Rural Health.
"The Incidence and Nature of Adverse Medical Device Events in Dutch Hospitals: A Retrospective Patient Record Review Study." Porte, Petra J, Marleen Smits, Lisanne M Verweij, Martine C De Bruijne, Cees P M Van Der Vleuten, and Cordula Wagner. Journal of Patient Safety.
"Knowledge to Action: A Scoping Review of Approaches to Educate Primary Care Providers in the Identification and Management of Routine Sleep Disorders." King, Svetlana, Raechel Damarell, Lambert Schuwirth, Andrew Vakulin, Ching Li Chai-Coetzer, and R Doug McEvoy. Journal of Clinical Sleep Medicine.
"Position Statement: Research and Reconciliation with Indigenous Peoples in Rural Health Journals." Lock, Mark, Faye McMillan, Bindi Bennett, Jodie Lea Martire, Donald Warne, Jacquie Kidd, Naomi Williams, Paul Worley, Peter Hutten‐Czapski, and Russell Roberts. The Australian Journal of Rural Health.
"A Narrative Inquiry of Storytelling: A Learning Strategy for Nursing Students to Reflect on Their Interactions with Patients." Timpani, Susan, Linda Sweet, and Nina Sivertsen. Reflective Practice.
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.
Research higher degrees
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.
CONTACT US
Get in touch with our passionate team to learn more about research and study opportunities with us.
Location
Office Suite 512
Level 5 Health Sciences Building
Bedford Park
South Australia
Leadership team
Director, Professor Lambert Schuwirth
Research Manager, Dr Svetlana King
Professional staff team, Fiona Smith
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South Australia 5042
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