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.

The Future of Healthcare—Simulation‐Based Learning Curricula and Preparing Future Midwives for Effective Rapport‐Building in Telehealth Settings. Jones, C., & Cominos, N. (2025). Journal of Advanced Nursing.

How to establish a new medical school? A scoping review of the key considerations. Kirubakaran, S., Kumar, K., Worley, P., Pimlott, J., & Greenhill, J. (2025). Advances in Health Sciences Education : Theory and Practice, 30(2), 645–669.

Underperformance and failure in allied health practice placements: a scoping review of student performance experiences. Wray, A., Lewis, L. K., Yaxley, A., & Attrill, S. (2025). Teaching in Higher Education, 1–28.

A Cost Comparison From a Health Service Perspective of Three Allied Health Models of Care for Remote Australia: Student‐Assisted Services, Fly‐In Fly‐Out Services and Services Provided by a Resident Clinician. Campbell, N., Roseleur, J., Karnon, J., Hince, C., Cairns, A., Stothers, K., & Rissel, C. (2025).The Australian Journal of Rural Health, 33(3), e70012-.

Fellows and medical students as tutors: Facilitating beginning medical students’ clinical reasoning abilities. Zheng, B., Maciuba, J. M., Dong, T., & Durning, S. J. (2025). Medical Teacher, 1–11.

The experiences of culturally and linguistically diverse health practitioners in dominant culture practice: a scoping review. Harris, M., Lau-Bogaardt, T., Shifaza, F., & Attrill, S. (2025). Advances in Health Sciences Education : Theory and Practice, 30(2), 613–643.

Examining self‐efficacy among recent graduates of postgraduate dental education programs. Irwin, S. P., Durning, S. J., & Dong, T. (2025). Journal of Dental Education, 89(4), 437–448.

A phenomenological reading of integration in the longitudinal integrated clerkship. Parkin, N. (2025). Australian Educational Researcher.

Creating a centre of excellence in rural health care: Strategy, tactics and initial outcomes of the riverland academy of clinical excellence. Champion, W., Worley, P., Phegan, C., Frahn, S., Eske, H., Schuwirth, L. W. T., & Mendham, A. E. (2025). Rural and Remote Health, 25(1), 1–4.

Preparing allied health students for culturally responsive interprofessional practice in remote Northern Australia. Cairns, A., Campbell, N., Gray, M., Mauger, D., Rissel, C., Yunupingu, M. D., Rodda, D., Hince, C., O’Hara, A., & Stothers, K. (2025). Student Success, 16(1), 27–37.

Cultivating the Art of Metacognitive Reflection in Medical Education. Merkebu, J., Mennin, S., Durning, S. J., & Samuel, A. (2025). The Clinical Teacher, 22(2), e70043-n/a.

Variability and gaps in teamwork assessment tools for health care teams in health professions education: A scoping review. Choi, J. J., Schreurs, S., Leung, P. B., Penner, J. C., Torre, D., Hickner, A., Piazza, A., Durning, S. J., Teunissen, P. W., & Maggio, L. A. (2025). Medical Education.

Learning and Teaching in Clinical Settings: Expert Commentary from a Midwifery Perspective. Sweet, L., Davis, D., McKenna, L., Nestel, D., Reedy, G., & Gough, S. (2023). In Clinical Education for the Health Professions (pp. 891–908). Springer Nature Singapore.

Obstetric and Midwifery Education: Context and Trends. Kumar, A., Sweet, L., McKenna, L., Nestel, D., Reedy, G., & Gough, S. (2023). In Clinical Education for the Health Professions (pp. 121–134). Springer Nature Singapore.

Interprofessional Education (IPE): Trends and Context. Gum, L., Salfi, J., McKenna, L., Nestel, D., Reedy, G., & Gough, S. (2023). In Clinical Education for the Health Professions (pp. 167–180). Springer Nature Singapore.

Medical Education: Trends and Context. Greenhill, J., McKenna, L., Nestel, D., Reedy, G., & Gough, S. (2023). In Clinical Education for the Health Professions (pp. 3–27). Springer Nature Singapore.

Programmatic Assessment in Health Professions Education. Lindemann, I., Ash, J., Orrell, J., McKenna, L., Nestel, D., Reedy, G., & Gough, S. (2023). In Clinical Education for the Health Professions (pp. 1203–1220). Springer Nature Singapore.

Australian medical practitioners: trends in demographics and regions of work 2013–2022. Cortie, C. H., Garne, D., Parker-Newlyn, L., Ivers, R. G., Mullan, J., Mansfield, K. J., & Bonney, A. (2024). Australian Health Review, 48(5), 569–575.

Assessment stakes and authenticity of learning, can they be reconciled?  Schuwirth, L., & Torre, D. (2024). Advances in Health Sciences Education : Theory and Practice.

Programmatic assessment for learning: A programmatically designed assessment for the purpose of learning: AMEE Guide No. 174. Torre, D., & Schuwirth, L. (2024). Medical Teacher, 1–16.

“They already trusted us a lot”: Allied health students’ experiences of an innovative hospital, service-focussed placement model.  To, L., Kenny, B., Nisbet, G., McAllister, S., Brady, B., Christie, L., Penman, M., Dougherty, J., & Thompson, T. (2024). Medical Teacher, 1–9.

Exploring practice staffs’ perspectives regarding professional roles, confidence, and motivations in delivering mental health care within rural general practice: a qualitative exploration. Rattray, M., Fuss, B., Shelby-James, T., Phegan, C., Manger, S., Worley, P., & Lawn, S. (2024). BMC Family Practice, 25(1), 395–399.

‘I Feel Disempowered Because I Could Not Do Anything’: Clinical Facilitators’ Perception of Violence Towards Nursing Students During Clinical Placement. Dafny, H. A., Cooper, P., Waheed, N., Champion, S., Mccloud, C., Snaith, N., & Pront, L. (2024). Nursing Open, 11(12), e70125-n/a.

Exploring the Relationship between English Proficiency and Influential Factors on Productive Knowledge of Multi-Word Units to Create Effective Learning Materials. Barghamadi, M., Müller, A., Rogers, J., & Arciuli, J. (2024). Language Teaching Research Quarterly, 45, 106-122. 

The interpretation-use argument- the essential ingredient for high quality assessment design and validation. Raymond, J., Dai, D. W., & McAllister, S. (2024). Advances in Health Sciences Education : Theory and Practice.

Professional judgement: a social practice perspective on a multiple mini-interview for specialty training selection. Roberts, C., Burgess, A., Mossman, K., & Kumar, K. (2025). BMC Medical Education, 25(1), 18–15.