The MEU engages in curriculum research that overlaps with evaluation activities within the MBBS. Our research is conducted within an experiential framework and can also be considered as practitioner-based research. Academic staff in the MEU also supervise Research Higher Degree students in the School of Medicine and in The Faculty of Education.

Publications & Research Incentive Scheme (PARIS)

PARIS is intended to support research development and publications in medical, biomedical and paramedical education. Incentives to reward publication in quality education journals and grants of $2000 are awarded to staff to conduct research projects, or complete projects to publication state. Details of the scheme. Application Form. Incentive claim form. Publication categories.

Current MEU Research Projects

• Longitudinal study of graduate outcomes Preparation for Hospital Practice survey
  Contact: Assoc Prof Craig Zimitat
• The experience of OSCE assessment
  Contact: Assoc Prof Craig Zimitat

Teaching Development Grants

• Justin Walls, Andrew Robinson & Craig Zimitat. (2008)
  ‘Breaking down the barriers: developing an online evaluation tool to enhance the interprofessional teaching approach across the Faculty of Health Sciences’
  
  There is an increasing realisation both domestically and abroad that health professionals need better preparation and support for them to effectively collaborate in practice. This project will develop a transferable online evaluation tool to enable an interprofessional focussed evaluation of a common Unit delivered across different Schools in the Faculty of Health Science. The outcomes will inform the further development of the Unit, enhancing and supporting interprofessional learning within the Faculty, whilst also being transferable to the wider University community.

• Dr Geraldine Mac Carrick (2006)
  
  ‘Best Practice in Small Group Teaching: Digital Media Production for Clinical Teachers at the Tasmanian School of Medicine and School of Nursing and Midwifery’
  
  The DVD, “Teaching Tips for Case-Based Learning”, showcases best practice in small group and case-based learning, using authentic teaching situations at the Faculty of Health Science. It was distributed (with an evaluation form included) to the pool of potential sessional teachers and copies were made available to all permanent teaching staff in the new MBBS undergraduate course. Copies were also used for the preparation of clinical teachers in the School of Nursing & Midwifery and with their teaching teams involved in case-based learning. Evaluation has been positive.

MEU Publications 2007-2009

• Walls, J., Zimitat, C., & A. Robinson. (2009). Fostering interprofessional education in an undergraduate setting. Workshop presented at "Bridging profesional islands, The Annual ANZAME Conference, University of Tasmania. June 30– July 2, 2009
• Malau-Aduli, B, & C. Zimitat (2009). Exploring quality assurance for MCQ examinations. Paper presented at "Bridging profesional islands, The Annual ANZAME Conference, University of Tasmania. June 30– July 2, 2009
• Miles, A. & C. Zimitat (2009). A framework for rural health curriculum. Paper presented at "Bridging profesional islands, The Annual ANZAME Conference, University of Tasmania. June 30– July 2, 2009
• Zimitat, C. & Fathi-Vajargah, K. (2008). Using conceptions of curriculum as a meta evaluation framework for medical education. Paper presented at “Practice, scholarship and research in health professional education”. Annual ANZAME Conference, UNSW. July 10th – July 13th, 2008
• Nixon, P.F., Jordan, L., Zimitat, C., Rose, S. & F. Zelaya. (2008). Choroid plexus dysfunction – the initial event in the pathogenesis of Wernicke’s encephalopathy and ethanol intoxication. Alcoholism Clinical & Experimental Research 32:  1513-1523
• Zimitat, C. (2008). Student reports of the internationalisation of curriculum: an institutional case study. In: Teaching in Transnational Education: Enhancing learning for offshore and international students. Part III. L. Dunn and M. Wallace eds. RoutledgeFalmer. Pp. 135-147.
• Fowler, J. & C. Zimitat (2008). Common Time: Embedding academic and social integration across cognate degree programs. Innovations in Education and Teaching International 45,37-46.
• Zimitat, C. (2007). Capturing Community of Practice knowledge for student learning. Innovations in Education and Teaching International 44, 321-330.
• Horstmanshof, L. & C. Zimitat. (2007). Future time orientation predicts academic engagement among first-year university students. British Journal of Educational Psychology 77, 703-718.
• Pandey, P. & C. Zimitat. (2007). Medical students’ learning of anatomy: memorisation, understanding and visualisation. Medical Education 41, 7-14