About Professor Lynn Valerie Monrouxe

With a background in psychology and cognitive linguistics, since 2003 I have worked in a variety of healthcare professional contexts across the UK, Taiwan and Australia. In my research, I examine a range of teaching, learning and professionalism-related issues around undergraduate and postgraduate work integrated learning, including: o Workplace dignity and safety o The hidden curriculum and its impact on learners (socialisation practices) o Professional identity formation o Leadership and followership o Passing underperformance (‘failing to fail’) o Patient involvement o Ethical and clinical reasoning o Negative behaviours during workplace learning (e.g. student abuse) o Emotional distress, burnout and resilience o Transitions into practice o Cross-cultural perspectives

I have an international reputation for high-quality research in the field of education. I presently draw on a range of quantitative and qualitative social research methods (e.g. narrative interviews, video ethnography, audio diary) and theories (from within realist and social constructionist epistemologies). I also employ a vast range of analytical approaches to understanding qualitative and quantitative data (e.g. realist evaluation, metaphor analysis, conversation analysis, discourse analysis, positioning analysis). I have developed an international reputation for high-quality research in the field of healthcare professions’ education and presently have over 100 peer-reviewed articles in high-ranking medical education and social sciences journals and books (87% in Q1 Journals). I was returned for the UK Research Excellence Framework 2014 (the UK equivalent of Australia’s ERA) through the School of Social Sciences at Cardiff University with four 3* & 4* articles (internationally excellent and world-leading). I have an h-index of 32. Web of Science ranked my papers in the category of "Education Scientific Disciplines" (articles published 2010 – 2014) #120 of 17068: Monrouxe LV (2010) Identity, identification and medical education: why should we care? And #132 of 17068: Monrouxe LV et al. (2011) Differences in medical students' explicit discourses of professionalism: acting, representing, becoming.

Since 2003 I have won 46 research grants. In the past 10 years, I have made over 40 successful applications for funding, receiving: 26 nationally/ internationally competitive awards (14 as principal applicant); 16 internal grants (7 as principal applicant). National/international awards are from: prestigious social sciences (e.g. British Academy, UK), education (e.g. Higher Education Academy, UK) and medical education (e.g. Association for Medical Education in Europe) funding bodies as well as policy makers (e.g. General Medical Council, UK; Ministry of Science and Technology, Taiwan).
Following my 4-year longitudinal study of medical students’ identity formation, I pioneered the solicited audio diary method in medical education research. I also publish theory-method advancements and have led on the most comprehensive video-ethnographic study of bedside teaching to date (43 interactions from general surgery & medicine, paediatrics, geriatrics & GP settings; totalling 937 mins). I co-lead a programme of research (13-years to date) on healthcare professionalism resulting in a co-authored textbook: Monrouxe LV & Rees CE (2017) Healthcare professionalism: Improving practice through reflections on workplace dilemmas. Relatedly, I lead on an international questionnaire study examining the impact of culture on medical students acts of resistance during professionalism dilemmas (23 countries, 70 collaborators internationally: 2017–2020). My present thinking around these issues is that these comprise workplace dignity violations and contribute to negative outcomes for healthcare students, professionals and organisations. I am keen to address these key issues further. 
I am a co-founding member of the Studies in Ethical and Clinical Reasoning in Asia (SECRA) group and have led the two Symposia to date (2016 in Sri Lanka and 2017 in Taiwan). I invest time in translating my research into educational policy and practice (e.g. General Medical Council and Academy of Medical Royal Colleges) and public engagement (e.g. via various print, internet, local/national radio and national TV media, including BBC Today Programme and BBC Breakfast Time).

Selected publications


  1. Monrouxe LV & Rees CE (2017) Healthcare professionalism: Improving practice through reflections on workplace dilemmas.  Wiley-Blackwell. 272 pages. ISBN: 978-1-119-04444-4
  2. Monrouxe LV (2016) The nature and nurture of professional identity. In Richard Cruess, Sylvia Cruess and Yvonne Steinert (Eds.) Teaching Medical Professionalism 2nd edition: Supporting the Development of a Professional Identity. Cambridge University Press. ISBN: 978-1107495241
  3. Monrouxe LV, Sweeney K. (2010) Contesting narratives: Medical professional identity formation amidst changing values. In S Pattison, B Hannigan, H Thomas, & R Pill (Eds.) Emerging professional values in health care: How professions and professionals are changing. London: Jessica Kingsley. ISBN: 978-1843109471
  4. Shaw MK, Rees CE, Anderson NB, Black LF, Monrouxe LV (2018) Professionalism lapses and power: Subverting hierarchies through acts of resistance. Social Science & Medicine. Dec 2018 (219) 45-53
  5. Monrouxe LV, Bullock A, Gormley GJ, Kaufhold K, Kelly N, Kostov CE, Mattick K, Rees CE (2018) New graduate doctors’ preparedness for practice: A multi-stakeholder, multi-centre narrative study. BMJ Open. Aug 29;8(8):e023146. doi: 10.1136/bmjopen-2018-023146
  6. Monrouxe LV, Wells SE, Bullock A, Tseng HM (2017) Association of professional identity, gender, teamwork, anxiety and workplace learning with burnout in junior doctors: a longitudinal cohort study. BMJ Open. 7(12):e017942. doi: 10.1136/bmjopen-2017-017942
  7. Monrouxe LV, Shaw M, Rees CE (2017) Antecedents and consequences of medical students’ moral decision making during professionalism dilemmas. AMA Journal of Ethics. 19(6)568-577.
  8. Monrouxe LV, Chandratilake M, Gosselin K, Rees, CE, Ho M (2017) Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism. Medical Education. 51(7):718-731.
  9. Elsey C, Challinor A, & Monrouxe LV (2017) Patients embodied and as-a-body within bedside teaching encounters: a video ethnographic study. Advances in Health Sciences Education. 22(1):123-146. doi: 10.1007/s10459-016-9688-3
  10. Monrouxe LV, Rees CE, Dennis I & Wells SE (2015) Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies BMJ Open;5:e007518. doi: 10.1136/bmjopen-2014-007518