Prof Debra Nestel
Professor of Surgical Education
Department of Surgery
340 Scholarly works
3 Projects
HIGHLIGHTS
2026
Journal article
Rethinking “technical” competence: beyond binary classifications in surgical education and practice
DOI: 10.1007/s44186-025-00455-62026
Journal article
Who gets to hold the knife? Gender and autonomy in (Australian) surgical training
DOI: 10.1007/s44186-025-00412-32026
Journal article
Holding a Mirror to Ourselves: Remediation Policy in Surgical Training in Australia and Aotearoa New Zealand
DOI: 10.1111/ans.705302026
Journal article
Advancing medical and health professional education programs: Highlights from the building excellence series
DOI: 10.1080/0142159X.2026.26258802026
Journal article
“We Don't Want You to Be Dismissed”: Perspectives of Remediation From Surgical Education and Training Managers
DOI: 10.1111/ans.702942025
Research grants (other domestic)
The What, Who, How, and Why of Health Professions Education (HPE) PhDs
2023
Research Grant
Recommendations for a Robotic Colorectal Surgery Curriculum for Fellowship Training in Australia: A Scoping Review of the Literature
RECENT SCHOLARLY WORKS
2026
Journal article
Building excellence in simulation programs: Experiences and examples from ASPIRE Award recipients and panellists
DOI: 10.1080/0142159X.2026.26289582025
Journal article
‘It causes me to minimise myself’: impostor phenomenon in simulation educators
DOI: 10.1186/s41077-025-00369-92025
Journal article
Exploring how surgeons employ empathy in clinical practice: a qualitative study
DOI: 10.1186/s12909-025-08075-w2025
Journal article
The IMPART (IMproving PAlliative care in Residential aged care using Telehealth) trial: a stepped-wedge cluster-randomised controlled trial protocol
DOI: 10.1186/s12877-025-06061-x2025
Journal article
Not just ‘what you say’ but ‘how you say it’: co-creating psychological safety through micro-communication skills in simulation-based education
DOI: 10.54531/sata2045
RECENT PROJECTS
2016
Research Grant
Colonoscopy Simulation: Criterion Validity Using Direct Observation of Procedural Skills