Professor Lynn Monrouxe
PhD (Psychology), PG.Dip Psych Research Methods (Distinction) (Psychology),
BSc (Hon) 1st (Psychology)
BSc (Hon) 1st (Psychology)
Professor and Head of Work Integrated Learning (Work Integrated Learning,
Sydney School of Health Sciences, Faculty of Medicine and Health), University of Sydney
Sydney School of Health Sciences, Faculty of Medicine and Health), University of Sydney
Research Interests
- Medical education
- Medical sociology
- Social psychology
- Social science
Publications
Phelps, M., Yeoman, P., Monrouxe, L. (2025). Designing effective clinical education spaces A scoping review. Medical Education, (2025 August 22).
Diaz, C., Scanlan, J., Monrouxe, L. (2025). Occupational Therapy Practitioners' and Students' Experiences of Diversity, Equity, and Inclusion: An International Scoping Review. The American Journal of Occupational Therapy, 79(2), 1-12.
Huang, C., Asdary, R., Mauludina, Y., Huang, Y., Monrouxe, L. (2025). The influence of narrative medicine on medical students' readiness for holistic care practice: A realist synthesis. Medical Education.
Ottrey, E., Rees, C., Kemp, C., Lyons, K., Brock, T., Leech, M., Monrouxe, L., Palermo, C. (2024). Exploring preparedness transitions in medicine and pharmacy: a qualitative longitudinal study to inform multiprofessional learning opportunities. Advances in Health Sciences Education.
Jenq, C., Lin, J., Quattri, F., Monrouxe, L. (2024). Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study. Medical Education.
Turner, B., Bullock, S., Butler, S., Ferrington, L., Macartney, M., Major, L., Monrouxe, L., Osuagwu, U., Southwell, P., Van Schaik, L., Luscombe, G. (2024). The Murray-Darling Medical Schools Network Research Collaboration: protocol for a longitudinal, multi-university program of work to explore the effect of rurally based medical school programs in the Murray-Darling region. Rural and Remote Health, 24(1), 8306.
Klinner, C., Borges Dario, A., Bell, A., Nisbet, G., Penman, M., Monrouxe, L. (2023). Beyond mere respect: new perspectives on dignity for healthcare workplace learning. Frontiers in Medicine, 10.
Chang, Y., Nkambule, N., Xiao, X., Monrouxe, L., Tseng, H. (2023). Conceptualisation and Development of a values-based scale of emergency physicians’ professional identities. BMC Medical Education, 23(1).
Rees, C., Monrouxe, L., O'Brien, B., Gordon, L., Palermo, C. (2023). Foundations of Health Professions Education Research: Principles, Perspectives and Practices. United Kingdom: Wiley-Blackwell.
Wang, C., Wang, Y., Hsu, Y., Lee, H., Kang, Y., Monrouxe, L., Chien, S., Chen, T. (2022). Digitizing Scoring Systems With Extended Online Feedback: A Novel Approach to Interactive Teaching and Learning in Formative OSCE. Frontiers in Medicine, 8, 762810.
Monrouxe, L., Bloomfield, J. (2022). Editorial: Insights in healthcare professions education: 2021. Frontiers in Medicine, 9, 1054572.
Jenq, C., Ou, L., Tseng, H., Chao, Y., Lin, J., Monrouxe, L. (2022). Evaluating Clinical Educators' Competence in an East Asian Context: Who Values What? Frontiers in Medicine, 9.
Samuriwo, R., Bullock, A., Webb, K., Monrouxe, L. (2021). 'Nurses whisper.' Identities in nurses' patient safety narratives of nurse-trainee doctors' interactions. Medical Education, 55(12), 1394-1406.
Lee, C., Jenq, C., Chandratilake, M., Chen, J., Chen, M., Nishigori, H., Wajid, G., Yang, P., Yusoff, M., Monrouxe, L. (2021). A scoping review of clinical reasoning research with Asian healthcare professionals. Advances in Health Sciences Education, 26(5), 1555-1579.
Chaou, C., Yu, S., Ngerng, R., Monrouxe, L., Chang, L., Chang, Y. (2021). Clinical teachers' motivations for feedback provision in busy emergency departments: a multicentre qualitative study. Emergency Medicine Journal, 38(8), 624-629.
Monrouxe, L., Liu, G., Yau, S., Babovi, M. (2020). A scoping review examining funding trends in health care professions education research from Taiwan (2006–2017). Nursing Outlook, 68(4), 417-429.
Monrouxe, L., Ajjawi, R. (2020). Ethnography, methodology: Striving for clarity. Medical Education, 54(4), 284-286.
Shaw, M., Chandratilake, M., Ho, M., Rees, C., Monrouxe, L. (2020). Female victims and female perpetrators: medical students' narratives of gender dynamics and professionalism dilemmas. Advances in Health Sciences Education, 25(2), 299-319.
Chaou, C., Chang, Y., Yu, S., Tseng, H., Hsiao, C., Wu, K., Monrouxe, L., Ling, R. (2019). Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback. BMC Medical Education, 19(1), 174.
Shaw, M., Babovi, M., Monrouxe, L. (2019). Healthcare professionals', students', patients' and donors' perceptions of stem cell research and therapy: a systematic review protocol. BMJ Open, 9(2), 1-4.
Fu, R., Cho, Y., Quattri, F., Monrouxe, L. (2019). I did not check if the teacher gave feedback': A qualitative analysis of Taiwanese postgraduate year 1 trainees' talk around e-portfolio feedback-seeking behaviours. BMJ Open, 9(1), 1-9.
Cresswell, P., Monrouxe, L. (2018). 'And you'll suddenly realise 'I've not washed my hands': Medical students', junior doctors' and medical educators' narratives of hygiene behaviours. BMJ Open, 8(3), 1-10.
Chen, K., Monrouxe, L., Lu, Y., Jenq, C., Chang, Y., Chang, Y., Chai, P. (2018). Academic outcomes of flipped classroom learning: a meta-analysis. Medical Education, 52(9), 910-924.
Dennis, A., Foy, M., Monrouxe, L., Rees, C. (2018). Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes. Advances in Health Sciences Education, 23(1), 75-93.
Monrouxe, L., Shaw, M., Rees, C. (2017). Antecedents and consequences of medical students' moral decision making during professionalism dilemmas. AMA Journal of Ethics, 19, 568-577.
Monrouxe, L., Bullock, A., Tseng, H., Wells, S. (2017). Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: A longitudinal cohort study. BMJ Open, 7(12), 1-12.
Chaou, C., Monrouxe, L., Chang, L., Yu, S., Ng, C., Lee, C., Chang, Y. (2017). Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers. Medical Teacher, 39(11), 1145-1153.
Jones, O., Okeke, C., Bullock, A., Wells, S., Monrouxe, L. (2016). 'He's going to be a doctor in August': A narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships. BMJ Open, 6(6), 1-11.
Kilgour, J., Grundy, L., Monrouxe, L. (2016). A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods. Teaching and Learning in Medicine, 28(1), 15-25.
Rees, C., Monrouxe, L. (2016). Cause for concern. Nursing Standard, 30(22), 66.
Rees, C., Monrouxe, L., Mcdonald, L. (2015). 'My mentor kicked a dying woman's bed..' Analysing UK nursing students' 'most memorable' professionalism dilemmas. Journal of Advanced Nursing, 71(1), 169-180.
Ajjawi, R., Rees, C., Monrouxe, L. (2015). Learning clinical skills during bedside teaching encounters in general practice: A video-observational study with insights from activity theory. Journal of Workplace Learning, 27(4), 298-314.
Monrouxe, L., Rees, C., Dennis, I., Wells, S. (2015). Professionalism dilemmas, moral distress and the healthcare student: Insights from two online UK-wide questionnaire studies. BMJ Open, 5(5), 1-13.
Black, L., Monrouxe, L. (2014). 'Being sick a lot, often on each other': Students' alcohol-related provocation. Medical Education, 48(3), 268-279. [More Information]
Monrouxe, L., Rees, C., Endacott, R., Ternan, E. (2014). 'Even now it makes me angry': Health care students' professionalism dilemma narratives. Medical Education, 48(5), 502-517.
Rizan, C., Elsey, C., Lemon, T., Grant, A., Monrouxe, L. (2014). Feedback in action within bedside teaching encounters: A video ethnographic study. Medical Education, 48(9), 902-920.
Monrouxe, L., Poole, G. (2013). An onion? Conceptualising and researching identity. Medical Education, 47(4), 425-429.
Rees, C., Monrouxe, L., Mcdonald, L. (2013). Narrative, emotion and action: Analysing 'most memorable' professionalism dilemmas. Medical Education, 47(1), 80-96.
Rees, C., Ajjawi, R., Monrouxe, L. (2013). The construction of power in family medicine bedside teaching: A video observation study. Medical Education, 47(2), 154-165.
Monrouxe, L., Rees, C. (2012). "It's just a clash of cultures": Emotional talk within medical students' narratives of professionalism dilemmas. Advances in Health Sciences Education, 17(5), 671-701.
Monrouxe, L., Rees, C., Hu, W. (2011). Differences in medical students' explicit discourses of professionalism: acting, representing, becoming. Medical Education, 45(6), 585-602.
Monrouxe, L., Rees, C. (2009). Picking up the gauntlet: constructing medical education as a social science. Medical Education, 43(3), 196-198.
Monrouxe, L., Rees, C., Bradley, P. (2009). The construction of patients' involvement in hospital bedside teaching encounters. Qualitative Health Research, 19(7), 918-930.
Rees, C., Monrouxe, L. (2008). 'Is it alright if I-um-we unbutton your pyjama top now?' Pronominal use in bedside teaching encounters. Communication and Medicine, 5(2), 171-181.
Diaz, C., Scanlan, J., Monrouxe, L. (2025). Occupational Therapy Practitioners' and Students' Experiences of Diversity, Equity, and Inclusion: An International Scoping Review. The American Journal of Occupational Therapy, 79(2), 1-12.
Huang, C., Asdary, R., Mauludina, Y., Huang, Y., Monrouxe, L. (2025). The influence of narrative medicine on medical students' readiness for holistic care practice: A realist synthesis. Medical Education.
Ottrey, E., Rees, C., Kemp, C., Lyons, K., Brock, T., Leech, M., Monrouxe, L., Palermo, C. (2024). Exploring preparedness transitions in medicine and pharmacy: a qualitative longitudinal study to inform multiprofessional learning opportunities. Advances in Health Sciences Education.
Jenq, C., Lin, J., Quattri, F., Monrouxe, L. (2024). Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study. Medical Education.
Turner, B., Bullock, S., Butler, S., Ferrington, L., Macartney, M., Major, L., Monrouxe, L., Osuagwu, U., Southwell, P., Van Schaik, L., Luscombe, G. (2024). The Murray-Darling Medical Schools Network Research Collaboration: protocol for a longitudinal, multi-university program of work to explore the effect of rurally based medical school programs in the Murray-Darling region. Rural and Remote Health, 24(1), 8306.
Klinner, C., Borges Dario, A., Bell, A., Nisbet, G., Penman, M., Monrouxe, L. (2023). Beyond mere respect: new perspectives on dignity for healthcare workplace learning. Frontiers in Medicine, 10.
Chang, Y., Nkambule, N., Xiao, X., Monrouxe, L., Tseng, H. (2023). Conceptualisation and Development of a values-based scale of emergency physicians’ professional identities. BMC Medical Education, 23(1).
Rees, C., Monrouxe, L., O'Brien, B., Gordon, L., Palermo, C. (2023). Foundations of Health Professions Education Research: Principles, Perspectives and Practices. United Kingdom: Wiley-Blackwell.
Wang, C., Wang, Y., Hsu, Y., Lee, H., Kang, Y., Monrouxe, L., Chien, S., Chen, T. (2022). Digitizing Scoring Systems With Extended Online Feedback: A Novel Approach to Interactive Teaching and Learning in Formative OSCE. Frontiers in Medicine, 8, 762810.
Monrouxe, L., Bloomfield, J. (2022). Editorial: Insights in healthcare professions education: 2021. Frontiers in Medicine, 9, 1054572.
Jenq, C., Ou, L., Tseng, H., Chao, Y., Lin, J., Monrouxe, L. (2022). Evaluating Clinical Educators' Competence in an East Asian Context: Who Values What? Frontiers in Medicine, 9.
Samuriwo, R., Bullock, A., Webb, K., Monrouxe, L. (2021). 'Nurses whisper.' Identities in nurses' patient safety narratives of nurse-trainee doctors' interactions. Medical Education, 55(12), 1394-1406.
Lee, C., Jenq, C., Chandratilake, M., Chen, J., Chen, M., Nishigori, H., Wajid, G., Yang, P., Yusoff, M., Monrouxe, L. (2021). A scoping review of clinical reasoning research with Asian healthcare professionals. Advances in Health Sciences Education, 26(5), 1555-1579.
Chaou, C., Yu, S., Ngerng, R., Monrouxe, L., Chang, L., Chang, Y. (2021). Clinical teachers' motivations for feedback provision in busy emergency departments: a multicentre qualitative study. Emergency Medicine Journal, 38(8), 624-629.
Monrouxe, L., Liu, G., Yau, S., Babovi, M. (2020). A scoping review examining funding trends in health care professions education research from Taiwan (2006–2017). Nursing Outlook, 68(4), 417-429.
Monrouxe, L., Ajjawi, R. (2020). Ethnography, methodology: Striving for clarity. Medical Education, 54(4), 284-286.
Shaw, M., Chandratilake, M., Ho, M., Rees, C., Monrouxe, L. (2020). Female victims and female perpetrators: medical students' narratives of gender dynamics and professionalism dilemmas. Advances in Health Sciences Education, 25(2), 299-319.
Chaou, C., Chang, Y., Yu, S., Tseng, H., Hsiao, C., Wu, K., Monrouxe, L., Ling, R. (2019). Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback. BMC Medical Education, 19(1), 174.
Shaw, M., Babovi, M., Monrouxe, L. (2019). Healthcare professionals', students', patients' and donors' perceptions of stem cell research and therapy: a systematic review protocol. BMJ Open, 9(2), 1-4.
Fu, R., Cho, Y., Quattri, F., Monrouxe, L. (2019). I did not check if the teacher gave feedback': A qualitative analysis of Taiwanese postgraduate year 1 trainees' talk around e-portfolio feedback-seeking behaviours. BMJ Open, 9(1), 1-9.
Cresswell, P., Monrouxe, L. (2018). 'And you'll suddenly realise 'I've not washed my hands': Medical students', junior doctors' and medical educators' narratives of hygiene behaviours. BMJ Open, 8(3), 1-10.
Chen, K., Monrouxe, L., Lu, Y., Jenq, C., Chang, Y., Chang, Y., Chai, P. (2018). Academic outcomes of flipped classroom learning: a meta-analysis. Medical Education, 52(9), 910-924.
Dennis, A., Foy, M., Monrouxe, L., Rees, C. (2018). Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes. Advances in Health Sciences Education, 23(1), 75-93.
Monrouxe, L., Shaw, M., Rees, C. (2017). Antecedents and consequences of medical students' moral decision making during professionalism dilemmas. AMA Journal of Ethics, 19, 568-577.
Monrouxe, L., Bullock, A., Tseng, H., Wells, S. (2017). Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: A longitudinal cohort study. BMJ Open, 7(12), 1-12.
Chaou, C., Monrouxe, L., Chang, L., Yu, S., Ng, C., Lee, C., Chang, Y. (2017). Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers. Medical Teacher, 39(11), 1145-1153.
Jones, O., Okeke, C., Bullock, A., Wells, S., Monrouxe, L. (2016). 'He's going to be a doctor in August': A narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships. BMJ Open, 6(6), 1-11.
Kilgour, J., Grundy, L., Monrouxe, L. (2016). A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods. Teaching and Learning in Medicine, 28(1), 15-25.
Rees, C., Monrouxe, L. (2016). Cause for concern. Nursing Standard, 30(22), 66.
Rees, C., Monrouxe, L., Mcdonald, L. (2015). 'My mentor kicked a dying woman's bed..' Analysing UK nursing students' 'most memorable' professionalism dilemmas. Journal of Advanced Nursing, 71(1), 169-180.
Ajjawi, R., Rees, C., Monrouxe, L. (2015). Learning clinical skills during bedside teaching encounters in general practice: A video-observational study with insights from activity theory. Journal of Workplace Learning, 27(4), 298-314.
Monrouxe, L., Rees, C., Dennis, I., Wells, S. (2015). Professionalism dilemmas, moral distress and the healthcare student: Insights from two online UK-wide questionnaire studies. BMJ Open, 5(5), 1-13.
Black, L., Monrouxe, L. (2014). 'Being sick a lot, often on each other': Students' alcohol-related provocation. Medical Education, 48(3), 268-279. [More Information]
Monrouxe, L., Rees, C., Endacott, R., Ternan, E. (2014). 'Even now it makes me angry': Health care students' professionalism dilemma narratives. Medical Education, 48(5), 502-517.
Rizan, C., Elsey, C., Lemon, T., Grant, A., Monrouxe, L. (2014). Feedback in action within bedside teaching encounters: A video ethnographic study. Medical Education, 48(9), 902-920.
Monrouxe, L., Poole, G. (2013). An onion? Conceptualising and researching identity. Medical Education, 47(4), 425-429.
Rees, C., Monrouxe, L., Mcdonald, L. (2013). Narrative, emotion and action: Analysing 'most memorable' professionalism dilemmas. Medical Education, 47(1), 80-96.
Rees, C., Ajjawi, R., Monrouxe, L. (2013). The construction of power in family medicine bedside teaching: A video observation study. Medical Education, 47(2), 154-165.
Monrouxe, L., Rees, C. (2012). "It's just a clash of cultures": Emotional talk within medical students' narratives of professionalism dilemmas. Advances in Health Sciences Education, 17(5), 671-701.
Monrouxe, L., Rees, C., Hu, W. (2011). Differences in medical students' explicit discourses of professionalism: acting, representing, becoming. Medical Education, 45(6), 585-602.
Monrouxe, L., Rees, C. (2009). Picking up the gauntlet: constructing medical education as a social science. Medical Education, 43(3), 196-198.
Monrouxe, L., Rees, C., Bradley, P. (2009). The construction of patients' involvement in hospital bedside teaching encounters. Qualitative Health Research, 19(7), 918-930.
Rees, C., Monrouxe, L. (2008). 'Is it alright if I-um-we unbutton your pyjama top now?' Pronominal use in bedside teaching encounters. Communication and Medicine, 5(2), 171-181.
Specialization
Medical Education
Professional Contributions
- Academic Lead for Health Professions Education Research
- Convenor of Waranara, the University of Sydney's Health Professions Education Research Network
- Specialty Chief Editor in Healthcare Professions Education for Frontiers in Medicine
