Professor Charlotte Rees

Professor Charlotte Rees

Professor Charlotte Rees

BSc(Hons), GradCertTerEd(Mgt), MEd, PhD, FHEA, FRCPE

Dean Research
College of Science, Health, Engineering and Education
Murdoch University, Western Australia


Charlotte Rees is Dean Research, College of Science, Health, Engineering and Education at Murdoch University, Western Australia.

She was previously Director of Curriculum (Medicine) and Director of the Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing & Health Sciences, Monash University, Victoria (2015-2019) and Professor of Education Research and Director of the Centre for Medical Education, University of Dundee, Scotland (2010-2015) and Director of the Scottish Medical Education Research Consortium (2011-2015).

She has 20 years of experience as a medical education researcher including extensive experience as principal and co-investigator for externally funded projects in the UK (e.g. NHS Education for Scotland, General Medical Council, Academy of Medical Royal Colleges) and Australia (e.g. Victorian Government Department of Health & Human Services, Australian Health Practitioner Regulation Agency).

She has over 150 peer-reviewed journal articles, book chapters and books and over 200 conference presentations on a range of medical education topics including workplace learning, healthcare professionalism, identities and transitions. She was Deputy Editor for Medical Education (2008-2017), Associate Editor for Advances in Health Sciences Education (2015-2017) and was the medical education expert on the REF2014 sub-panel for education (2011-2014). She is Fellow of the Royal College of Physicians in Edinburgh.


Transitions matter: The theory, research and practice of transitions in medical education

Transitions matter. They provide opportunities for intense learning but are also challenging.  Drawing on the literature and her team-based research on medical education transitions, Charlotte will talk about: (i) What transitions are; (ii) How transitions can be researched; and (iii) How medical students and trainees can be helped to navigate transitions.