Lynn Valerie Monrouxe

Lynn Valerie Monrouxe is a Professor and Academic Lead for Health Professions Education Research at the Faculty of Medicine and Health, The University of Sydney, Australia. She also serves as Professor and Head of Work Integrated Learning in the Sydney School of Health Sciences. Previously, she was a Professor and Director at the Chang Gung Medical Education Research Centre in Taiwan and a Reader in Medical Education at Cardiff University.

• PhD in Psychology, University of Plymouth (1998–2001)
• PG.Dip in Psych Research Methods (Distinction), University of Plymouth (1998–1999)
• BSc (Honors, 1st Class) in Psychology, University of Plymouth (1994–1998)

Her research centers on professional identity formation, doctor-student-patient interactions, medical professionalism, preparedness for practice, and the application of qualitative and quantitative methods in medical education. She employs methodologies such as video ethnography, narrative analysis, and discourse analysis to explore identity, feedback, supervision, and workplace culture in healthcare training.

The 15 most recent articles reflect a strong focus on identity construction, transitions in medical training, clinical supervision, assessment innovation, and cross-cultural educational practices. Her work frequently appears in top-tier journals such as Medical Education, Academic Medicine, Frontiers in Medicine, and Social Science & Medicine, demonstrating a sustained contribution to both theoretical and empirical advances in health professions education.

Scientific Awards and Editorial Roles:

• Returned in the 2014 REF (sub-panel for Education)
• Specialty Editor-in-Chief, Frontiers in Medicine (Health Professions Education Research)
• Deputy Editor, Medical Education (one of the highest-ranked education journals in scientific disciplines)

Lynn Monrouxe has been Principal Investigator on major research projects, including the largest video ethnographic study on bedside teaching interactions and a national GMC-funded study on graduate preparedness for practice. She has collaborated with numerous researchers and students across longitudinal, multi-method studies, particularly in areas of feedback, identity, and workplace learning. Her work emphasizes inclusivity, cultural sensitivity, and methodological clarity in educational research.

She has contributed to the development of evaluative judgment in higher education and has explored the role of medical humanities in shaping student outcomes. Her leadership in editorial and research priority-setting initiatives underscores her influence in shaping the global agenda for health professions education research.