Professor Lynn Monrouxe
With a background in psychology and cognitive linguistics, she has developed an international reputation for high-quality research in the field of healthcare professions’ education and presently has over 100 peer-reviewed articles in high-ranking medical education and social sciences journals and books. She has examined a range of teaching, learning, and professionalism-related issues around undergraduate and postgraduate work-based learning, including:
o Bedside teaching and supervised learning practices
o The hidden curriculum and its impact on learners (socialization practices)
o Professional identity formation
o Leadership and followership
o Feedback practices
o Passing underperformance (‘failing to fail’)
o Patient involvement
o Ethical and clinical reasoning
o Negative behaviors during workplace learning (e.g. student abuse)
o Emotional distress, burnout, and resilience
o Retention and success
o Transitions into practice
o Tolerance of ambiguity/uncertainty
o Curriculum evaluation for research translation (Kirkpatrick, Realist methods)
o Cross-cultural perspectives
She has pioneered the solicited audio diary method in medical education research and publishes theory-method advancements. She has led on the most comprehensive video-ethnographic study of bedside teaching to date. She co-leads a program of research (12-years to date) on healthcare professionalism resulting in a co-authored textbook for the healthcare professions (Monrouxe LV & Rees CE 2017).
