South Auckland Clinical Campus

Medical Education at South Auckland Clinical Campus

Medical education research focuses on determining the impact and evaluating the effectiveness of medical education. Our research encompasses quantitative and qualitative methodologies to evaluate the initial training to become a doctor and continuing professional development of the physician.


The Medical Education at South Auckland Clinical Campus group conducts high quality research on educational topics that can advance knowledge, skills and performance of medical students, junior doctors and health professionals. The group aims to acquire a better understanding of:

  • Medical and surgical training in the undergraduate, prevocational and vocational phases
  • The effectiveness of current teaching and training programmes for medical students and residents
  • Future learning and training needs of medical students and residents
  • Continuing education for health care professionals involved in teaching.

Current projects

Improving the surgical and orthopaedic clinical learning environment: Feeding back to the teachers

Teaching hospitals are the primary location for clinical teaching of medical students. During this time students are usually attached to a clinical team and are expected to participate in various activities in the context of these teams – this is referred to as a clinical clerkship or rotation. This clerkship provides their clinical learning environment. It is in this setting that they are exposed to ‘working life’ and observe, practice the skills and apply the medical knowledge which they will require as doctors. This purpose of these two research studies is to measure student perceptions of the clinical learning environment during the compulsory fourth year surgical and orthopaedic rotations and determine whether providing such student feedback to the surgical or orthopaedic consultants (who are responsible for and oversee these teams) can influence and enhance this learning environment.

The impact of visual metaphor enhanced 3D educational game on year 3 clinical history taking skills

History taking is considered the cornerstone of conducting any medical assessment. Adequate history taking is more valuable than physical examination and investigations in reaching diagnoses in two thirds of medical outpatient referrals, and is associated with improved outcomes and patient satisfaction. This research utilises innovative visual metaphors delivered as an interactive 3D online game to teach the medical interview to medical students.