Student engagement and experience

Research Overview

The student engagement 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)


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


Department of Medical Education

  • A/Prof Eleanor Flynn
  • Professor Jill Klein
  • A/Prof Eleanor Flynn
  • A/Prof Robyn Woodward-Kron


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. & Delany, C. (in press). Using simulation pedagogy to teach clinical education skills: a randomized trial. Physiotherapy Theory and Practice.

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. Gillam L., Delany, C., Guillemin, M. and Warmington, S. (2013). The role of emotions in health professional ethics teaching. Journal of Medical Ethics. doi:10.1136/medethics-2012-101278

7. Delany, C. & Frawley, H. (2012). A process of informed consent for student learning through peer physical examination in pelvic floor physiotherapy practice. Physiotherapy, 98, 33–39.