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)


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


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


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

Research Outcomes


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.

Research Projects

Faculty Research Themes

Infection and Immunology

School Research Themes

Critical Care

Key Contact

For further information about this research, please contact Professor Clare Delany

Department / Centre

Medical Education

Unit / Centre

Student Engagement and Experience

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