About
Teaching
  • HS7500: Research Project 1 (Level 7; TSV)
  • MD5010: Integrated Clinical Practice Part 1 of 3 (Level 5; TSV)
  • MD5020: Integrated Clinical Practice Part 2 of 3 (Level 5; TSV)
  • MD5030: Integrated Clinical Practice Part 3 of 3 (Level 5; TSV)
  • MD8001: Foundations of Rural and Remote Medicine (Level 8; TSV)
  • MD8002: Rural and Remote Medicine Reflections on Practice (Level 8; TSV)
  • MD8023: Communication and Collaboration in Rural and Remote Medicine (Level 8; TSV)
Research Disciplines
Socio-Economic Objectives
Publications

These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU. Hover over Altmetrics badges to see social impact.

Journal Articles
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ResearchOnline@JCU stores 23+ research outputs authored by A/Prof Lawrie McArthur from 2016 onwards.

Current Funding

Current and recent Research Funding to JCU is shown by funding source and project.

Australian College of Rural & Remote Medicine - Education Research Grant

Rural Generalists Perspectives on the Utility of Advanced Specialist Training

Indicative Funding
$149,425 over 1 year
Summary
This study seeks to assess the utility of the advanced skills training program among current GP registrars and rural generalists who have undergone the training. We intend to take a broader view of `utility?, seeking the perspectives of both Fellows with advanced skills and their employers and other community representatives. The outcome has the potential to inform the program implementors on the way to structure both advanced skills training and support for service provision and continuing professional development, whilst enhancing healthcare delivery in rural settings and improving patient health outcomes.
Investigators
Bunmi Malau-Aduli, Lawrie McArthur, Faith Alele and Emma Anderson (College of Medicine & Dentistry, College of Public Health and Medical & Vet Sciences)
Keywords
General Practice; Advanced Skills Training

Australian College of Rural & Remote Medicine - Education Research Grant

Retention of JCU basic medical sciences influence on entry knowledge testing and need for early educational intervention of post graduate GP registrars

Indicative Funding
$149,425 over 1 year
Summary
This project proposes the use of a basic science exam that serves as a diagnostic tool to aid early identification and remediation of gaps in the learning of new GP registrars. Given that assessment drives learning, the inclusion of a formative basic science retention exam in the Australian College of Rural and Remote Medicine (ACRRM) assessment schedule for new GP registrars can be used to strengthen learning of the basic sciences and their application to clinical practice. Additionally, the study will aid the identification of contextual and cultural differences in terms of knowledge gaps and facilitate the development of tailored interventions to improve registrars? integration of basic sciences into clinical practice.
Investigators
Bunmi Malau-Aduli, Lawrie McArthur, Faith Alele, Emma Anderson, Richard Hays and Tarun Sen Gupta (College of Medicine & Dentistry, College of Public Health, Medical & Vet Sciences and JCU Murtupuni Centre for Rural & Remote Health)
Keywords
General Practice; Science; Medical Education

University of Queensland - Australian College of Rural and Remote Medicine

Growing a female rural generalist workforce.

Indicative Funding
$149,023 over 1 year
Summary
This project will address ACRRM?s commitment to growing a future generalists? workforce, that must remain inclusive of the increasing proportion of medical graduates who are female. It will do this by identifying barriers and enablers to train and retain rural generalist women for access to high quality healthcare distributed communities. There are a range of building blocks which constitute training and employment conditions; being part of structured training like the QRGP or not, working in a fully salaried position or not and all the levels of nuance that build positive training and workplace culture for women. This project will build on existing research partnerships with JCU GP training, James Cook University and the University of Queensland drawing on existing experience and relationships formed which will in turn build research capacity and keep existing momentum.
Investigators
Lawrie McArthur, Louise Young, Matthew McGrail, Belinda O'Sullivan and Emma Anderson in collaboration with Aaron Hollins and Tiarna Gurney (College of Medicine & Dentistry, The University of Queensland and GP Supervisors Australia)
Keywords
Medical Education; Workforce; Female

University of Queensland - Australian College of Rural and Remote Medicine

Exploration of cultural safety training and culturally safe practices by GP registrars when consulting with Indigenous patients.

Indicative Funding
$142,223 over 1 year
Summary
Developing a culturally safe workforce has been a long-held and enacted priority of JCU and JCU GP training to improve the health of Australian Aboriginal and Torres Strait Islander peoples. JCU GP training program is committed to the national priority of closing the gap between the health of Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. As such, JCU GP training deeply embeds the ACRRM Aboriginal and Torres Strait Islander core curriculum across all elements of training and workplace learning. This project aims to explore the impact of the JCU GP syllabus on the development of cultural safety. This includes examining registrars ongoing critical reflection of knowledge, skills, attitudes, practicing behaviours and power differentials in delivering safe, accessible, and responsive healthcare free of racism. Outcomes of the study will inform syllabus review and development, and further strengthening of current, positively contributing elements. Furthermore, this project will contribute to a larger project on ?How can cultural safety, as determined by Australian Aboriginal and Torres Strait Islander people, be assessed amongst GP trainees??
Investigators
Lawrie McArthur, Kay Brumpton and Emma Anderson in collaboration with Rebecca Evans and Tarun Sen Gupta (College of Medicine & Dentistry)
Keywords
Medical Education; Workforce; Female

Royal Australian College of General Practitioners - Educational Research Grant

Registrar onboarding in general practice: exploring the views and experiences of GP registrars, GP Supervisors and practice managers.

Indicative Funding
$27,836 over 1 year (administered by General Practice Training Queensland)
Summary
The RACGP Standards for general practice training (3rd Edition) provide the requirements expected of general practice training posts, GP Supervisors, and training providers. Standard 2.2 includes that "the registrar has a structured induction to the practice that includes information about systems, resources, support and context," and that the supervision team or supervisor has a documented orientation plan for registrars.1 These Standards also require that the registrar is adequately prepared to participate fully in the operations and scope of practice in the training post, and that orientating registrars to practice placements is defined as a responsibility of supervisors.1 The Medical Board of Australia's 2020 Medical Training Survey Queensland report found only two-thirds {67%) of Queensland doctors-in-training received a formal orientation in their current workplace, and whilst three quarters of the respondents reported a good /excellent quality of their orientation, approximately one in five (22%) rated the quality of their orientation as average and 3% the quality as poor or terrible.2 This was in keeping with national figures.
Investigators
Lawrie McArthur, Paula Heggarty and Kara Freestun (College of Medicine & Dentistry)
Keywords
Medical Education; General Practitioners; Primary Health Care; Rural And Remote Health

Royal Australian College of General Practitioners - Educational Research Grant

Exploring GP medical educator and trainee perceptions of benefits, challenges and enablers to on-line and face to face teaching and learning in vocational GP training

Indicative Funding
$19,500 over 2 years (administered by General Practice Training Queensland)
Summary
With the COVID pandemic, the choice of face-to-face (FTF) teaching has been severely restricted, and previous reluctance to use alternative online (OL) modalities, is no longer an option. The teaching and learning processes used in our GP training programs have had to change to adapt. This necessity-driven change will of course alter the teaching and learning experiences of trainers and trainees resulting in both positive and negatives experiences for those involved. Utilising focus groups and in-depth interviews, our aim is to explore and understand the experiences of Medical Educators (MEs) and General Practice (GP) trainees, with OL and FTF teaching and learning in the changing GP vocational training environment to identify and understand the benefits, challenges and enablers to both the delivery of, and learning via FTF and OL teaching. Findings will support the development of effective and appropriate blended educational modalities by Regional Training Organisations (RTOs).
Investigators
Peta-Ann Teague, Lawrie McArthur and Emma Anderson (College of Medicine & Dentistry)
Keywords
Medical education; General practitioners

Australian College of Rural & Remote Medicine - Australian General Practice Training Education and Research Grants

Learning in remote general practice settings ? a robust comparative evaluation of quality and performance

Indicative Funding
$150,000 over 1 year
Summary
The project goal involves evaluating the learning quality and performance outcomes of GP registrars who undertook learning in remote communities for at least 6 months compared with matched GP registrars, learning in non-remote settings. This project addresses a key objective of both JCU GP Training and ACRRM, to develop a general practice workforce that serves the needs of rural and remote communities. It particularly explores the question as to the value of GP training delivered in remote compared with non-remote settings drawing on perspectives of trainees as well as formative assessment by educators and summative assessment of colleges.
Investigators
Lawrie McArthur, Louise Young and Matthew McGrail in collaboration with Aaron Hollins, Belinda O'Sullivan and Tiarna Gurney (College of Medicine & Dentistry and The University of Queensland)
Keywords
Medical Education and workforce
Collaboration

The map shows research collaborations by institution from the past 7 years.
Note: Map points are indicative of the countries or states that institutions are associated with.

  • 5+ collaborations
  • 4 collaborations
  • 3 collaborations
  • 2 collaborations
  • 1 collaboration
  • Indicates the Tropics (Torrid Zone)

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