Educational Research

Educational Research at Duke-NUS


“Transforming medicine, improving lives”. It isn’t just the Duke-NUS mission statement, it is the very core of what motivates our educational research mission. The overarching goal of our educational research agenda is to better understand how people learn, and to best apply what we know about learning. We conduct effectiveness studies that translate efficacious learning strategies identified by the psychological and cognitive neurosciences to the real-world classroom. We aim to dissect, probe, and test educational theories and assumptions to ensure that our fundamental educational frameworks are valid. And, we strive to be international leaders in the field of educational research.

Our research portfolio consists of several, ongoing, funded research studies with the purpose of investigating the use of various educational technologies on medical students’ experiences and learning. We are also rigorously evaluating our principal teaching strategy (TeamLEAD), and our clinical teaching strategies.

If you have an interest in collaborating on educational research, please write to us at


Faculty Collaboration


Interdisciplinary teams provide a framework for deep understanding of educational phenomena. As educational researchers, we seek out faculty with specific content expertise in order to conduct our research. Basic scientists, clinical researchers, physicians, and staff are all welcome and encouraged to collaborate with us on educational research projects. The methods of educational research, while significantly overlapping with clinical research, can be different in subtle ways. Furthermore, the clinical context of the issue at hand requires those with expertise in that arena to play a pivotal role. If you are interested in exploring an educational research study, we strongly encourage you to contact us.

Medical Educational Research Journal Club


We host a monthly journal club on the last Friday of each month for faculty, students, and staff alike to discuss current or seminal educational research studies. The intention behind the journal club is more than just sharing information. It is to help foster a collegial, engaging, and enjoyable learning environment that inspires our research curiosities. No PowerPoint presentations, no stuffy lectures. This is a lunchtime conversation facilitated by a volunteer.

If you wish to find out more or would like to join us in any of the sessions, please contact us at

Recent Publications

Celebrating the acceptance of manuscript  
  • Goh SH, Tan KH, Kamei RK, Koo WH, Cook S. (2015). Academic Medicine Education Institute (AM∙EI): Transforming the Educational Culture of Health Professionals. Annals Academy of Medicine Singapore, 44(5); 172-177.
  • Gullo C, Ha T, Cook, S. (2015). Twelve tips for facilitating Team-Based Learning (TBL). Medical Teacher, 10, 1-6.
  • Sherif Y, McAdams M, Cook S, Kamei RK, Compton S. (2015). Medical Students’ Exposure to Bedside Teaching. Medical Science Educator, 25(1), 5-7.
  • Hoonpongsimanont W, Murphy M, Him CH, Nasir D, Compton S. (2014). Emergency medicine resident well-being: stress and satisfaction. Occupational Medicine, 64(1); 45-48.
  • Tan J, Farquhar J, Goh SH, Xie J, Compton S. (2014). How Much Do Medical Students Contribute in a Mentored Research Project? A Comparison of Student and Mentor Perceptions. Medical Science Educator, 24(3), 245-248.
  • Sarraf-Yazdi S, Cook S, Kamei RK. (2014). Calculated Overhaul versus Cultivating the Status Quo in Clinical Education. Annals of the Academy of Medicine, Singapore, 43(3), 132.
  • De Silva DA, Allen JC, Krishnaswamy G, Vogel S, Cook S. (2013). Patient oriented research: the Duke-NUS medical student experience. Medical Science Educator, 23(1), 141-147.
  • Puvanendran R, Vasanwala FF, Kamei RK, Hock LK, Lie, DA (2012). What do medical students learn when they follow patients from hospital to community? A longitudinal qualitative study. Medical education online, 17.
  • Lee KH, Cook S, Kamei RK (2012). Teaching family medicine: a longitudinal and modular competency‐based approach. Medical education, 46(11), 1102-1102.
  • Kamei RK, Cook S, Puthucheary J, Starmer, CF. (2012). 21st Century learning in medicine: traditional teaching versus team-based learning. Medical Science Educator, 22(2), 57-64.