Dr Lillian Smyth

BA, BSc(Hons), PhD (ANU)
Associate Director Higher Degree by Research students (HDR), ANU School of Medicine and Psychology
Senior Lecturer Medical Education, ANU School of Medicine and Psychology

I am an educational psychology researcher and Senior Lecturer in medical education in the Medical Education Unit. My research interests focus on social and educational psychology, working mainly on social influence, perceived norms and applications of social psychological theory to teaching and learning. Current projects explore tertiary learning approaches, academic discipline differences, research-led education, medical education, music education and the relationship between social identification and learning behaviour.

  • 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.

Supervised students