Student Engagement and Experience
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Professor
Clare Delany+61 3 8344 4137
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
- Associate Professor Eleanor Flynn
- Professor Jill Klein
- Professor Robyn Woodward-Kron
- Professor Clare Delany
- Professor Steve Trumble
- Dr Justin Bilszta
- Associate Professor David Smallwood
- Associate Professor Anna Ryan
- Ms Jayne Lysk
- Professor Michael Fischer
Funding
ANZAHPE and ACCAN grant – Wu, Flynn, Woodward-Kron
Research Outcomes
TBA
Research Publications
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, 35(5), 895–909. doi:10.1080/07294360.2016.1138450
Holdsworth, C., Skinner, E. H., & Delany, C. M. (2016). Using simulation pedagogy to teach clinical education skills: A randomized trial. Physiotherapy Theory and Practice, 32(4), 284–295. doi:10.3109/09593985.2016.1139645
Delany, C., Miller, K. J., El-Ansary, D., Remedios, L., Hosseini, A., & McLeod, S. (2015). Replacing stressful challenges with positive coping strategies: a resilience program for clinical placement learning. Advances in Health Sciences Education, 20(5), 1303–1324. doi:10.1007/s10459-015-9603-3
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 Multi-Professional Journal, 16(2), 88. doi:10.11157/fohpe.v16i2.77
Greenfield, B. H., Jensen, G. M., Delany, C. M., Mostrom, E., Knab, M., & Jampel, A. (2014). Power and Promise of Narrative for Advancing Physical Therapist Education and Practice. Physical Therapy, 95(6), 924–933. doi:10.2522/ptj.20140085
Anderson, L., & Delany, C. (2016). From Persuasion to Coercion: Responding to the Reluctant Patient in Rehabilitation. Physical Therapy, 96(8), 1234–1240. doi:10.2522/ptj.20150586
Delany, C., Fryer, C., & van Kessel, G. (2015). An ethical approach to health promotion in physiotherapy practice. Health Promotion Journal of Australia, 26(3), 255–262. doi:10.1071/he15052
McDougall, R., Delany, C., & Gillam, L. (Eds.). (2017). When doctors and parents disagree. Ethics, paediatrics and the zone of parental discretion. Alexandria, NSW: Federation Press.
Jensen, G., & Delany, C. (2016). The discourse on ethics and expertise in professional practice. In J. Higgs & F. Trede (Eds.), Professional Practice Discourse Marginalia (pp. 73-82). Rotterdam, The Netherland: Sense Publishers.