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.

Learn more

RESEARCH

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:

Peer review services

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.

Submit peer review request

Research mentoring

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.

Contact for more information

Research process and design

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

Collaboration and partnerships

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

View the list of publications

Evaluating allied health students’ readiness for placement learning. Judd, B., Brentnall, J., Scanlan, J. N., Thomson, K., Blackstock, F., Mandrusiak, A., Chipchase, L., Phillips, A., & McAllister, S. (2023). BMC Medical Education., 23(1).

Enhancing the local workforce outcomes for rural LICs: what is the role of the local health service in leading innovation in medical education? Champion, W. (2023). Rural and Remote Health., 23(1), 8182.

Management reasoning and patient-clinician interactions: Insights from shared decision-making and simulated outpatient encounters. Cook, D. A., Hargraves, I. G., Stephenson, C. R., & Durning, S. J. (2023). Medical Teacher., 1–13.

Using Resident-Sensitive Quality Measures Derived From Electronic Health Record Data to Assess Residents’ Performance in Pediatric Emergency Medicine. Smirnova, A., Chahine, S., Milani, C., Schuh, A., Sebok-Syer, S. S., Swartz, J. L., Wilhite, J. A., Kalet, A., Durning, S. J., Lombarts, K. M., van der Vleuten, C. P., & Schumacher, D. J. (2023). Academic Medicine., 98(3), 367–375.

Semantic competence and prototypical verbalizations are associated with higher OSCE and global medical degree scores: a multi-theory pilot study on year 6 medical student verbalizations. Diogo, P. G., Pereira, V. H., Papa, F., van der Vleuten, C., Durning, S. J., & Sousa, N. (2022). Diagnosis, 0(0).

A scoping review of self‐monitoring in graduate medical education. Johnson, W. R., Durning, S. J., Allard, R. J., Barelski, A. M., & Artino, A. R. (2023). Medical Education.

Developing a European longitudinal and interprofessional curriculum for clinical reasoning. Hege, I., Adler, M., Donath, D., Durning, S. J., Edelbring, S., Elvén, M., Bogusz, A., Georg, C., Huwendiek, S., Körner, M., Kononowicz, A. A., Parodis, I., Södergren, U., Wagner, F. L., & Wiegleb Edström, D. (2022). Diagnosis, 0(0).

Guarded reciprocity: A study of managers expectations of graduates interprofessional practice (IPP) skills and knowledge. Donnelly, F., Gordon, S., Lawn, S., Schoo, A., Thomas, J., & White, K. (2023). Journal of Interprofessional Education & Practice, 31.

What is metacognitive reflection? The moderating role of metacognition on emotional regulation and reflection. Merkebu, J., Kitsantas, A., Durning, S. J., & Ma, Ti. (2023). Frontiers in Education., 8.

Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159. Boyle, J. G., Walters, M. R., Jamieson, S., & Durning, S. J. (2023). Medical Teacher., 1–11.

Factors Influencing Professional Identity Construction in Fourth Year Pharmacy Students. Kellar, J., Martimianakis, M. A., van der Vleuten, C. P., Egbrink, M. G. oude, & Austin, Z. (2022). American Journal of Pharmaceutical Education., 87(3), 9110–9423.

Using fairness to reconcile tensions between coaching and assessment. Valentine, N., & Schuwirth, L. (2023). Medical Education., 57(3), 213–216.

Agency in change: Learning experiences of international midwifery students in South Australia. Eden, A., Cominos, N., & Fleet, J.-A. (2022). Women and Birth : Journal of the Australian College of Midwives.

Developing a digital application for quality assurance of assessment programmes in higher education. Schellekens, L. H., van der Schaaf, M. F., van der Vleuten, C. P. M., Prins, F. J., Wools, S., & Bok, H. G. J. (2022). Quality Assurance in Education.

A scoping review of distributed cognition in acute care clinical decision-making. Wilson, E., Daniel, M., Rao, A., Torre, D., Durning, S., Anderson, C., Goldhaber, N. H., Townsend, W., & Seifert, C. M. (2022). Diagnosis.

Using the think aloud protocol in health professions education: an interview method for exploring thought processes. Johnson, W. R., Artino, A. R., & Durning, S. J. (2022). AMEE Guide No. 151. Medical Teacher., 1–12.

Context matters: toward a multilevel perspective on context in clinical reasoning and error. Choi, J. J., & Durning, S. J. (2022). Diagnosis, 0(0).

Programmatic assessment design choices in nine programs in higher education. Baartman, L., van Schilt-Mol, T., & van der Vleuten, C. (2022). Frontiers in Education., 7.

Implementation of Programmatic Assessment: Challenges and Lessons Learned. Govaerts, M., Van der Vleuten, C., & Schut, S. (2022). Education Sciences., 12(10).

Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity. Renes, J., van der Vleuten, C. P., & Collares, C. F. (2022). Medical Teacher., 1–9.

Management Reasoning: A Toolbox for Educators. Academic Medicine., 97(11), 1724–1724. Wijesekera, T. P., Parsons, A. S., Abdoler, E. A., Trowbridge, R. L., Durning, S. J., & Rencic, J. J. (2022).

From Their Eyes: What Constitutes Quality Formative Written Feedback for Neurosurgery Residents. Neal, C. J., Durning, S. J., Dharmapurikar, R., McDaniel, K. E., Lad, S. P., & Haglund, M. M. (2023). Journal of Surgical Education., 80(3), 323–330.

From burden to benefit: a multi-site study of the impact of allied health work-based learning placements on patient care quality. Nisbet, G., Thompson, T., McAllister, S., Brady, B., Christie, L., Jennings, M., Kenny, B., & Penman, M. (2022). Advances in Health Sciences Education.

The importance of developing meaningfulness and manageability for resilience in rural doctors. Handoyo, N. E., Claramita, M., Keraf, M. K. P. A., Ash, J., Schuwirth, L., & Rahayu, G. R. (2022). Medical Teacher.

ADVANCE YOUR CAREER

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.

Master of Clinical Education

Graduate Diploma in Clinical Education

Graduate Certificate in Clinical Education

Study for a PhD

Master of Clinical Education (Research)

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

prideauxcentre@flinders.edu.au

+61 8 7221 8844

Leadership team

Director, Professor Lambert Schuwirth

Research Manager, Dr Svetlana King

Professional staff team, Fiona Smith

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Prideaux

Health Professions

Education

We believe in nurturing future healthcare professionals that are as good as society deserves.