Student Engagement and Experience

Research Overview

The Student Engagement and Experience group undertakes research into the student/health professional experience of learning in different stages of the professional practice journey. Research from this group examines factors which influence student learning. Such factors include:

1. External factors including models of learning and teaching (PBL, small group discussion; teaching via lectures; individual mentoring and role modelling; assessment processes); teaching approaches (using humanities, art; methods for teaching clinical reasoning) and teaching environments (clinical placements, classrooms, small groups, professional development in the work place)

2.  Internal  factors include exploring and evaluating students' individual capacities and responses to specific learning tasks and learning environments. These include measuring levels of resilience; examining their capacity to bounce back from academic set backs; exploring students' and practitioners' perceptions of stressors (including anxiety about errors, clinical performance and assessments)

Staff

  • Darina Nirmalann
  • Belinda Lawford
  • Crystal Zhao
  • Chris Wright
  • Piyapong Khumrin

Collaborators

Department of Medical Education

  • A/Prof Eleanor Flynn
  • Professor Jill Klein
  • A/Prof Eleanor Flynn
  • A/Prof Robyn Woodward-Kron
  • A/Professor Clare Delany
  • Professor Steve Trumble
  • Dr Justin Bilszta
  • A/Professor David Smallwood
  • Dr Anna Ryan
  • Ms Jayne Lysk
  • Prof Michael Fischer

Funding

ANZAHPE and ACCAN grant – Wu, Flynn, Woodward-Kron

Research Publications

  1. Delany, C., Kosta, L., Ewen, S., Nicholson, P., Remedios, L. & Harms, L. (2016). Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes. Higher Education Research & Development, DOI: 10.1080/07294360.2016.1138450.
  2. Holdsworth, C., Skinner, E and Delany C. (2016). "Using simulation pedagogy to teach clinical education skills: A randomized trial." Physiotherapy theory and practice 32(4): 284-295..
  3. Delany, C., Miller, K. J., El-Ansary, D., Remedios, L., Hosseini, A. & McLeod, S. (2015). 4. Replacing stressful challenges with positive coping strategies: a resilience program for clinical placement learning. Advances in Health Sciences Education, 20(5), 1303-1324.
  4. Frith C., Cowan, S. & Delany, C. (2015). Reflection training as a form of professional development for physiotherapy clinical educators. Focus on Health Professional Education: A Multidisciplinary Journal, 16(2), 88-91.
  5. Greenfield, B., Delany, C., Mostrom, E. & Jensen, G. (2015). The power and promise of narrative for advancing physical therapist education and practice. Physical Therapy. 95(6): 924-933.
  6. Anderson, L. and C. Delany (2016). "From Persuasion to Coercion: Responding to the Reluctant Patient in Rehabilitation." Physical therapy. DOI: 10.2522/ptj.20150586 Published April 14, 2016
  7. Delany C, Fryer C, van Kessel, G (2016). An ethical approach to health promotion in physiotherapy practice. Health Promotion Journal of Australia, 26(3), 255-262.
  8. McDougall R, Delany C, L Gillam L (2016) (Eds.). When doctors and parents disagree. Paediatrics, Ethics and the Zone of Parental Discretion. Federation Press, NSW
  9. Jensen G, Delany C (2016). Ethics and Expert practice. In J. Higgs & F. Trede (Eds.), Professional Practice Discourse Marginalia. Sense Publishers, Amsterdam.