Medicine

Erin Waters

Erin Waters

Shiv Thanigaimani

Shiv Thanigaimani

Alkira Deren

Alkira Deren

Michael Robinson

Michael Robinson

Nalita Turner

Nalita Turner

Bunmi Malau-Aduli

Bunmi Malau-Aduli

Jenna Graffini

Jenna Graffini

Mel Muscat

Mel Muscat

Yvonne Hornby-Turner

Yvonne Hornby-Turner

Geoffrey Dobson

Geoffrey Dobson

Improving quality of life in adults with severe mental illness
Lisa Simmons
01 Jan 2024
PROBLEM: People with SMI have low HRQoL, and a 2-3 times higher risk of preventable chronic diseases such as cardiovascular disease, than the general population. Contributors to this heightened risk include lifestyle factors such as low exercise, and metabolic side-effects of medications prescribed to treat SMI. Exercise intervention can improve HRQoL and metabolic health in people with SMI; however, mental health services have limited capacity to provide exercise services, and functional and psychosocial difficulties associated with SMI hinders access to such services in the community. National policy urges governments and services to implement integrated models of care to improve health outcomes for people with SMI. RESEARCH GAP: Exercise can improve HRQoL in people with SMI; however, routine mental health care is suboptimal for improving health-related lifestyle factors: Clinicians report low capability in addressing physical health with patients, resulting in low rates of monitoring and intervention. Improving workforce capability in addressing lifestyle factors may improve practice (quality-enhanced usual care), but it is unknown whether this will effectively improve HRQoL or reduce metabolic risk. Additional capacity to provide evidence-based exercise interventions may improve HRQoL and metabolic health of patients; however, there is a lack of translational evidence to inform effective and cost-effective implementation of such models of care. This project will address the question: How much benefit does an exercise service add to quality-enhanced usual care for improving health outcomes in people with SMI? PROPOSAL: This will be an effectiveness-implementation Hybrid Type 1 design with five mental health service sites in Queensland, conducted over four years. All five sites will receive a quality improvement package designed to improve usual care in addressing health-related lifestyle factors (which we have piloted), and additional capacity of a full-time Accredited Exercise Physiologist (AEP). A best-practice referral algorithm for addressing metabolic risk will be implemented, and patients will have direct access to an exercise intervention pathway. The AEP will provide an exercise service that we have developed and piloted over 6-years of iterative development with consumers and project partners. An implementation science framework will be used to evaluate the barriers and enablers of implementation, with the primary outcome of HRQoL, and secondary outcomes of cost-effectiveness and metabolic health. SIGNIFICANCE: Exercise is an evidence-based therapy for improving HRQoL in people with SMI. Findings from the 2022 QLD Parliamentary Inquiry into Mental Health recommend embedding exercise physiology into mental health services. In line with this recommendation, this trial will generate evidence on the implementation effectiveness and cost-effectiveness an AEP service embedded in clinical practice. Leveraging our long-standing partnerships with health services, community organisations and national advocacy bodies, findings will be broadly disseminated to maximise uptake and translation into practice.
Building Research Confidence and Capability in Health Professional Educators: Evaluating Discussion Boards as a Community-of-Practice
Lisa Simmons
25 Jan 2026 - 31 Dec 2028
This project evaluates the effectiveness of structured online discussion boards, designed as a community of practice, in developing research confidence and capability among postgraduate Health Professional Education students. Embedded within the HS5410 subject at James Cook University, the study adopts an explanatory mixed-methods design, combining pre–post survey data, learning analytics, and thematic analysis of reflective assessments. The project aims to determine whether participation in structured peer discussion and reflection supports the development of research skills, confidence, and scholarly identity. Findings will inform curriculum design and contribute to evidence-based strategies for research capacity building in health professional education, particularly in distributed and online learning environments.
Enhanced learning experiences for Sport and Exercise Science students through integration of industry technology, knowledge sharing, and placement opportunities.
Lisa Simmons
01 Apr 2024 - 08 Jul 2024
Enhanced learning experiences for Sport and Exercise Science students through integration of industry technology, knowledge sharing, and placement opportunities.
Enhanced learning experiences for Sport and Exercise Science students through integration of industry technology, knowledge sharing, and placement opportunities
Lisa Simmons
22 May 2024 - 31 Dec 2024
This CHS Scholarship of Learning and Teaching Seed Grant supported dissemination of findings from a teaching and learning project focused on enhancing Sport and Exercise Science student learning experiences through industry technology, knowledge sharing, and placement opportunities. Funding supported Lisa Simmons’ travel to Adelaide to present the project findings at the 2024 ANZAHPE Conference. The grant covered conference registration, travel, and accommodation.
Evaluating the Teaching Excellence and Collaborative Hub (TEACH): Building Educator Capability and Scholarship of Teaching and Learning
Lisa Simmons
03 Aug 2026 - 03 Aug 2029
This non-funded research project will evaluate the Teaching Excellence and Collaborative Hub (TEACH), a multi-modal faculty development initiative within the College of Medicine and Dentistry at James Cook University. TEACH aims to build educator capability, confidence, collegial connection, and engagement with the Scholarship of Teaching and Learning through digital resources, mentoring, networking, communities of practice, showcases, and scholarly support activities. The evaluation will use a mixed-methods developmental evaluation design, including anonymous post-activity surveys, quarterly staff experience surveys, semi-structured interviews, and aggregate program-level engagement data. Findings will inform ongoing refinement of TEACH and contribute evidence about sustainable faculty development in regional health professional education contexts.
In what ways could Student-led Ward Rounds impact the experience of students completing their paediatric rotations? A Mixed methods study
Lisa Simmons
01 Jul 2026 - 31 Dec 2026
This mixed-methods study will explore how Student-led Ward Rounds influence the learning experiences and values of medical students completing paediatric rotations. The project is framed as an action research study and involves introducing a revised inpatient ward round structure in which medical students lead ward round activities, including taking patient histories, examining patients, and contributing to management plans under direct supervision from a senior doctor. This differs from the traditional paediatric ward round model, where students usually participate primarily as observers. Students will experience both traditional and student-led ward rounds during their six-week rotation. After the rotation, consenting students will be invited to provide feedback through an online survey and a short semi-structured interview with a research assistant. Findings may inform future educational redesign and research into active learning approaches within paediatric clinical placements. The project has previously been reviewed by an external ethics committee: SA Health Research GEMS. External approval number: 2025/HRE00442.
Developing Feedback Literacy for First Year Nursing Students in North Queensland
Lisa Simmons
20 Jul 2026 - 30 Nov 2026
This lower-risk research project will explore first-year nursing students’ knowledge, attitudes and practices regarding assessment feedback at a regional university in North Queensland. The study is situated within the Master of Health Professional Education and uses a positivist paradigm with a Knowledge, Attitudes and Practices (KAP) survey framework. Data will be collected through an anonymous online survey completed by first-year undergraduate nursing students enrolled at James Cook University. The survey will examine students’ previous experiences of receiving and using assessment feedback, their current understanding and interpretation of feedback, and how they apply feedback to support learning. Findings will be used to identify strengths and needs in students’ feedback literacy and to inform teaching strategies that support first-year nursing students in North Queensland and similar tertiary settings.
A Sustainable Peer-Supported Program for Women’s Career Advancement at JCU
Lisa Simmons
01 Jul 2026 - 30 Jul 2026
This internally funded JCU gender equity project will develop practical, JCU-specific resources to support women academics preparing for career progression and promotion. Resources may include narrative exemplars, reflective prompts and peer-feedback guides designed to help academics interpret promotion expectations, articulate impact and leadership, and develop coherent promotion narratives. My contribution includes resource design, structured peer-feedback approaches, educational evaluation and review of materials from a health professional education and academic development perspective.
The KidGen National Kidney Genomics Program – improving genomic outcomes for Australian families with genetic kidney disease (Old ID 27287)
Andrew Mallett
01 Jun 2021 - 31 Dec 2026
The KidGen National Kidney Genomic Program is an Australian national and translational genomics program addressing the clinical need to urgently improve identification and diagnosis of novel monogenic rare kidney diseases. Our vision is to improve the diagnostic and clinical outcomes of Australian patients and families affected by genetic kidney disease (GKD) through personalised application of novel genomic approaches at national scale and within a multidisciplinary context. We will materially increase the genetic diagnosis rate in this space towards 70% by 2025 whilst enabling earlier and more efficient genomic diagnosis of rare kidney disorders. World-leading genomic approaches will be utilised to improve connection and capacity, including the application of advanced research and functional genomics to identify and validate novel gene variants in our extensive patient cohort. Through our established national network of multidisciplinary clinics this will inform clinical options and pathways for affected Australian families and accelerate translation and integration of genomics knowledge and technology into kidney clinical practice.
Review of Tokelau's Clinical Health Services and Patient Referrals Sceme (Old ID 26397)
Michelle Redman-MacLaren
05 Dec 2018 - 30 Jun 2020
The Tokelau Government has asked for an independent review of the Tokelau Patient Referrals Scheme (TPRS) and clinical health services. In partnership with the Tokelau Government, the New Zealand Ministry of Foreign Affairs and Trade (MFAT) has engaged a Massey University-led team to do the review. Our proposal is distinguished by three features in particular: the team is Pacific-led, the review design is bottom up, participatory and solutions-focussed, and our approach is grounded in a Tokelauan world view of health and wellbeing. This approach will allow for the co-creation of knowledge, will ensure that the review is inclusive of a diversity of views, including marginalised groups, and will enable us to undertake an in-depth review which reflects the social, economic, cultural and spiritual context. Methodological innovations such as use of the Systems Assessment Tool and particpatory co-design workshops will enable us to generate robust findings combining quantitative and qualitative data.

Client perceptions of the BreastScreen Australia remote radiology assessment model

  • 2021
  • BioMed Central
  • Researchers:Deb SmithKaren JohnstonKaren CarlisleRebecca EvansSarah Larkins

Living in a hostile world: inflammation, new drug development, and coronavirus

Establishing a core outcome set for autosomal dominant polycystic kidney disease: report of the Standardized Outcomes in Nephrology-Polycystic Kidney Disease (song-pkd) consensus workshop

Identifying and integrating consumer perspectives in clinical practice guidelines on autosomal-dominant polycystic kidney disease

Improving antibiotics targeting using PCR point-of-care testing for group A streptococci in patients with uncomplicated acute sore throat

Intra-articular Adenosine, Lidocaine and Magnesium (ALM) solution decreases postoperative joint fibrosis in an experimental knee implant model

  • 2021
  • BMC
  • Researchers:Jodie MorrisHayley Letson

The 4-Hour Cairns Sepsis Model: a novel approach to predicting sepsis mortality at intensive care unit admission

Training a fit-for-purpose rural health workforce for low- and middle-income countries (LMICs): how do drivers and enablers of rural practice intention differ between learners from LMICs and high income countries?

Health profession education in remote or geographically isolated settings: a scoping review

Developing the multi-professional clinical academic workforce in Australia and New Zealand: a scoping review

Title: Presenter Mindfulness Program for Health Professional Students. a pilot study for year 1 medicine and dentistry students at James Cook University
Reseracher: Kimberley Owens (Senior Lecturer Curriculum Transformation Lead)
Start Date: 01 Jan 2017
End Date: 01 Jan 2017
Title: Presenter Mindfulness program for health professional students: Evaluation results from two years of teaching medicine, dentistry and pharmacy students at James Cook University.
Reseracher: Kimberley Owens (Senior Lecturer Curriculum Transformation Lead)
Start Date: 01 Jan 2018
End Date: 01 Jan 2018
Title: Presenter Medical student peer-teaching motivational factors: Using self-determination theory
Reseracher: Kimberley Owens (Senior Lecturer Curriculum Transformation Lead)
Start Date: 01 Jan 2023
End Date: 01 Jan 2023
Title: Presenter Pragmatic and effective mindfulness programs for students: Experiences from 2.5 years of teaching health professional students at James Cook University.
Reseracher: Kimberley Owens (Senior Lecturer Curriculum Transformation Lead)
Start Date: 01 Jan 2018
End Date: 01 Jan 2018
Title: Master Health and Human Services Management, Deakin University
Reseracher: Lisa Simmons (Senior Lecturer, Health Professional Education)
Start Date: 01 Jan 2012
End Date: 01 Jan 2015
Title: Bachelor Sport and Exercise Science, James Cook University
Reseracher: Lisa Simmons (Senior Lecturer, Health Professional Education)
Start Date: 01 Jan 2002
End Date: 01 Jan 2005
Title: Doctor of Philosophy (Health), James Cook University
Reseracher: Lisa Simmons (Senior Lecturer, Health Professional Education)
Start Date: 01 Jan 2018
End Date: 01 Jan 2025
Title: Associate Professor in General Practice and Rural medicine, James Cook University
Reseracher: Ronny Gunnarsson (Adjunct Professor)
Start Date: 01 Jan 2012
Title: Adjunct / Collegiate Professor, Department for Primary health care
Reseracher: Ronny Gunnarsson (Adjunct Professor)
Start Date: 01 Jan 2011
Title: Associate Professor, Department for Primary health care
Reseracher: Ronny Gunnarsson (Adjunct Professor)
Start Date: 01 Jan 2007
End Date: 01 Jan 2011