Dr Lillian Smyth
BA, BSc(Psychology)(Hons), PhD, SFHEA
Senior Lecturer in Medical Education
ANU College of Health and Medicine
Areas of expertise
- Educational Psychology 170103
- Social And Community Psychology 170113
- Psychological Methodology, Design And Analysis 170110
- Curriculum And Pedagogy 1302
Research interests
Dr Smyth's research interests focus on social and educational psychology, working mainly on self-concept structure, identity, social influence, and applications of social psychological theory to teaching and learning.
Current student projects
HDR:
- Katrina Rivera (PhD candidate). Performance anxiety in music: a necessary evil?
- Sarah Walker (PhD candidate). Access is success, and other lies that we've been told
- Mila Knezovic (PhD candidate).
Honours:
- Mary Baun
- Amy Fulton
Past student projects
HDR:
- Self-structure and discrimination: implications for coping and wellbeing, Dora Sharpe-Davidson, Clinical PhD (Cosupervised with Ken Mavor & Kate Reynolds)
Honours:
- Practical challenges and identity transition in higher education, Ria Chhabra, (2022)
- Cross-cultural differences in self-concept structure, Shihan (Gorden) Lu (2022), RSP
- Virtual Reality and Perspective taking, Dinukshi Kaparuge (2021), RSP
- Social Identification, Social Norms, and Helping Behaviour, Jia Chean Ooi (2019), RSP
- Effects of Vulnerable Narcissism Trait on Perception andAdherence to Prosocial Norms, Ken Kit Ong (2019), RSP
- Practice in art and science: bridging the gap with creativity. Bethany Lincoln (2019), RSB (Cosupervised with Krisztina Valter, Alex Webb and Elisa Crossing)
- A cross-cultural examination of first-date scripts. Jeong In Kim (2018), RSP
- The impact of norm-conflict on academic dishonesty and cheating behaviour, Ariana Grafton (2018), RSP
- Information and discussion: unpacking the effects of small group interaction on norm formation, Kate Wilson Woolley (2018), RSP.
- Self, social identity and well-being in transition: The moderating role for perceived social resources, Joane JS Chong (2017), RSP
- Norm conflict & work-life balance in tertiary students, Brendan Dwyer (2016), RSP
- The Role Of Social Influence On Motivation And Perseverance In Tertiary Education, Kaushini Samarjeewa (2015), RSP
- Discipline Social Identification and Normative Conflict in Higher Education: Student versus Teacher Learning Approach Norms, Vritika Chandra (2015), RSP
MChD Research Projects:
- Amy Campbell (2022)
- Soha Rizvi (2022)
- Atul Sharma (2021)
- Lara Ollis. (2021)
- Riley Attard. (2021)
- Telehealth hub (with A/Prof Diana Perriman): (2021) Joshua Whitbread, Suzannah Roushdy, Jerusha Jeyasingham, Peta O'Brien, Charles Lloyd
- Brendan Brew. (2020)
- James Li (2020)
- Hazreana Jaya (2019)
- Nazurah Haji Awang Mahli (2018)
- Salwa Haji Abdul Rahman (2018)
Publications
- Smyth, L, Roushdy, S, Jeyasingham, J et al. 2022, 'Clinician perspectives on rapid transition to telehealth during COVID-19 in Australia - A qualitative study', Australian Health Review, vol. 47, no. 1, pp. 92-99.
- Webb, A, Smyth, L, Hafiz, M et al. 2022, 'The question of dissection in medical training: Not just "if" but "when"? A student perspective', Anatomical Sciences Education, vol. 15, no. 2, pp. 281-290.
- Smyth, L & Banas, K 2021, 'Structure, Content and Inter-relationships between Self-aspects: Integrating Findings from the Social Identity and Self Complexity Traditions', European Journal of Social Psychology, vol. 51, pp. 1096-1112.
- Paoletti, D, Smyth, L, Westerway, S et al. 2021, 'A survey of current practice in reporting third trimester fetal biometry and Doppler in Australia and New Zealand', Australasian Journal of Ultrasound in Medicine, vol. 24, no. 4, pp. 225-237.
- Wilson, C, Lee, W, Cook, M et al. 2021, 'Correlation of haemophagocytosis with clinical criteria of haemophagocytic lymphohistiocytosis and recommendations for bone marrow reporting', Pathology, vol. 54, no. 4, pp. 434-441.
- Smyth, L, Carter, J, Valter-Kocsi, K et al. 2021, 'Examining the Short-, Medium-, and Long-Term Success of an Embodied Learning Activity in the Study of Hand Anatomy for Clinical Application, Anatomical Sciences Education 14(2):201-209
- Gaughran, G, Qayyum, K, Smyth, L et al. 2020, 'Carboplatin and hypomagnesemia: Is it really a problem?', Asia-Pacific Journal of Clinical Oncology, vol. 17, no. 6, pp. 478-485.
- Rijal, S, Kok, J, Coombes, C et al. 2020, 'High proportion of anergic B cells in the bone marrow defined phenotypically by CD21(-/low)/CD38- expression predicts poor survival in diffuse large B cell lymphoma', BMC Cancer, vol. 20, no. 1, pp. 1-9.
- O'Rourke, J, Smyth, L, Webb, A et al 2020, 'How Can We Show You, If You Can't See It? Trialing the Use of an Interactive Three-Dimensional Micro-CT Model in Medical Education', Anatomical Sciences Education, vol. 13, no. 2, pp. 206-217.
- Burgis-Kasthala, S, Elmitt, N, Smyth, L et al 2019, 'Predicting future performance in medical students. A longitudinal study examining the effects of resilience on low and higher performing students', Medical Teacher, vol. 41, no. 10, pp. 1184-1191.
- Smyth, L, Mavor, K & Gray, L 2019, 'Not just who you are, but who you were before: Social identification, identity incompatibility, and performance-undermining learning behaviour in higher education', Journal of Community and Applied Social Psychology, vol. 29, no. 6, pp. 474-491.
- Smyth, L, Mavor, K & Platow, M 2019, 'Social identification and academic performance: integrating two existing models of tertiary student learning', Educational Psychology: An International Journal of Experimental Educational Psychology, vol. 39, no. 3, pp. 409-425.
- Smyth, L, Chandra, V & Mavor, K 2018, 'Social identification and normative conflict: When student and educator learning norms collide', Journal of Applied Social Psychology, vol. 48, no. 6, pp. 293-303.
- Smyth, L, Mavor, K, Platow, M et al 2017, 'Understanding Social Identity in Education', in Mavor, K., Platow, M., Bizumic, B. (ed.), Self and Social Identity in Educational Contexts, Routledge, London, pp. 223-239pp.
- Smyth, L, Mavor, K & Platow, M 2017, 'Learning behaviour and learning outcomes: the roles for social influence and field of study', Social Psychology of Education, vol. 20, no. 1, pp. 69-95pp.
- McNeill, K, Smyth, L & Mavor, K 2017, 'The complexity of medical education: Social identity and normative influence in well-being and approaches to learning', in Mavor, K., Platow, M., Bizumic, B. (ed.), Self and Social Identity in Educational Contexts, Routledge, London, pp. 320-341.
- Smyth, L, Davila Cisneros, F, Sloan, T et al 2016, 'How science really works: the student experience of research-led education', Higher Education, vol. 72, no. 2, pp. 191-207.
- Smyth, L, Mavor, K, Platow, M et al. 2015, 'Discipline social identification, study norms and learning approach in university students', Educational Psychology: An International Journal of Experimental Educational Psychology, vol. 35, no. 1, pp. 53-72.
- Skorich, D, Webb, H, Stewart, L et al 2013, 'Stereotype threat and hazard perception among provisional license drivers', Accident Analysis and Prevention, vol. 54, pp. 39-45.
