ANZAHPE Research Grants



The ANZAHPE Grants for Educational Research were established in 1987 with the aim of encouraging and fostering research and development in the education of health professionals.  The grants are a one-time offer of support, rather than a continuing fund, and are intended to encourage quality research into any issue associated with the education of any health professionals. It is hoped that these grants will allow the recipients to pursue educational research that is unlikely to be funded by other sources.  ANZAHPE is particularly keen to support new and emerging educational researchers. 


2020 Round 

Priority will be given to projects that can demonstrate a link to ANZAHPE’s strategic goals, which are to:


1.       Support research and scholarship in health professions education

2.       Develop national and international networks, partnerships and collaborations

3.       Provide strategic leadership around key issues in health professions education

4.       Advocate for equity and justice in relation to health professions education


The primary investigator must be an Australian or New Zealand resident and a financial member of ANZAHPE.

Research grants can be used to undertake a small project, to begin a project for which continuing support could then be sought from other sources or to progress an existing project through a defined activity such as, the development or validation of instruments, funding research assistance or equipment necessary to begin a project. Research grants can also be used to fund an entire piece of research.


The funded project should be completed within 12 months of receiving the awarded funding.


Recipients are required to acknowledge ANZAHPE in any publications resulting from their research grant.  On completion of the project (that is, within 12 months of receipt of funding) a report from the recipient must be sent to the Honorary Secretary.  The recipient must present the outcomes of the project at the ANZAHPE conference and /or submit for publication to Focus on Health Professional Education: A Multidisciplinary Journal. A synopsis of each successful grant will be published in the ANZAHPE e-Bulletin.


Applications must include:


1) A study proposal (2500 words maximum) including:

  • Executive summary

  • Background and need

  • Significance or relevance

  • Research Question

  • Method (including plan for data analysis)

  • Budget with rationale

  • Timeline


2) A two page curriculum vitae, including contact details, outlining recent publications, or evidence of significant support to complete the project (for example, a research mentor). 


An electronic copy (MS Word, rtf or PDF) of each should be forwarded with a covering email to the ANZAHPE Office 


Download application form and email to

Selection criteria

In considering applications, particular attention will be paid to:

  • Alignment of the methods to the aims

  • The educational significance of the project

  • The applicability of the findings to a broad range of people interested in health professional education

  • The likelihood of the project being completed within the specified time frame

  • Whether the funding applied for would meet the requirements of the project

  • The total funds requested


Amount of funding

Funding will be available for small-scale projects with budgets up to $5,000 (+GST) as well as larger scale projects with budgets up to $15,000 (+GST). Some grants could be for seeding to help begin a project for which continuing support could then be sought from other sources (including linked funding). Such grants could cover the development of instruments, or research assistance or equipment necessary to begin a project. 


Application closing date:  January 20, 2020

Research Grant recipients will be announced at the ANZAHPE Conference July 12-15, 2020, Melbourne, VIC


2019 Zarrin Siddiqui: Project title: Improving gender equity in health professions education

2019 Kyllie Murphy: Project title: Development of an EBP Learning and Assessment Framework for academics, workplace learning supervisors, and students: An action research project

2019 Helena Ward: Project title: Analysis of Leadership activities and strategies in Interprofessional Learning using a cultural-historical activity theory (CHAT) approach

2019 Frances Doran: Project title: An innovative gender-focused education intervention for health professional students: A pilot study

2019 Christy Noble: Project title: Enhancing feedback literacy in the workplace: a learner-centred approach

2019 Ben Milbourn: Project title: Developing resilience and positive mental health strategies in health professional students

2018 Julie Ash: Project title: Clinicians epistemic beliefs about assessment: Basis for a paradigm shift

2018 Simone Gibson: Project title: Embedding patient feedback in a programmatic assessment framework

2018 Belinda Judd: Project title: Enhancing novice students’ readiness for clinical placements through the development and testing of a multidisciplinary evaluation tool

2018 Avril Lee: Project title: What education design can reduce prescribing errors by junior medical staff?


2015 Koshila Kumar: Project title: 'How do participants of formal professional development programs in health professions education (HPE) negotiate and construct learning: from classroom to workplace.'

2015 Nancy Sturman: Project title: 'Working with Interpreters in Simulation Environments (WISE)'

2012 Wendy Hu: Project title: ‘They do tell you a lot: An action research study to support staff who support students.'

2011 Angela Kinnell: 'A Longitudinal analysis of dental student clinician’s therapeutic communication skills: student and patient perspectives.'

2010 Linda Sweet: Project title: ‘Adaption and use of the miniCEX in midwifery education.'

2010 Pam Nicol for a project titled ‘An auditory training program for recognising abnormal heart sounds.'

2009 Emma Warnecke: Project title: ‘Impact of mindfulness on medical student stress levels – a randomised control trial.’

2008 Robyn Smith: 'Preparing for clinical education – what do allied health clinicians do in preparation for teaching students in the clinical setting".

2008 Kara Gilbert & Brett Williams: 'The Feedback Loop: Linking Teaching, Learning and University Evaluations in Improvement Strategies for Medicine and the Health Sciences".

2007 Robyn Woodward-Kron: 'Sustaining Knowledge Transfer of Public Health Graduates Returning to Developing Countries via an E-Community of Practice'.

2004 Debra Nestel 'A feedback model for teaching and learning in clinical settings'.

2004 Rola Ajjawi: 'How experienced physiotherapists communicate clinical reasoning'.

2004 Elizabeth Molloy: 'Exploring best-practice verbal feedback in undergraduate physiotherapy education'.

2003 Helen Moriarty: 'The client perspective on good attitudes for doctors in addiction medicine'.

2002 Margaret Horsburgh: 'Interprofessional Education'.

2002 Dale Sheehan, Linda Robertson: 'Clinical reasoning: an exploration of the impact of professional experience on the focus of reasoning'.

2000 Fran Boyle, Natasha Posner: 'Medical student attitudes to community medicine'.

2000 Anna Chur-Hansen: 'The self-reported experiences of medical students who fail, or are at risk of failing'.

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PO Box 852,

Renmark, SA, 5341, AUS


President: A/Prof Chinthaka Balasooriya