Dr Robbert Duvivier
Conjoint Associate Professor
School of Medicine and Public Health
I was born in 1984 and spent my childhood in Koudekerke, The Netherlands. After graduating from secondary school I spent a gap year in Australia and New Zealand.
In 2004 I started my medical studies at Maastricht University, which I completed in 2012 (MD). Alongside the clinical part of my medical degree I completed my PhD thesis on teaching and learning clinical skills.
My clinical background include internships in emergency medicine and as a resident-not-in-training in acute psychiatry. Previous work experience include positions with the Global Health Workforce Alliance / World Health Organization in Geneva Switzerland, and Instituto de Cooperación Social Integrare, in Barcelona Spain. I was a visiting scholar at the Foundation for Advancement of International Medical Education and Research (FAIMER) in Philadelphia, USA.
I have worked on medical education issues since the onset of my academic life on local, national and international level.
Locally, I was involved in the student council at the Faculty of Health Medicine and Life Sciences, Maastricht University and was student board member at the Institute of Medical Education. Furthermore, I co-organised the elective course "International Health and Tropical Medicine" which is taken by 150 second-year students and entirely organised by medical students. In 2011-2012, I was PhD representative on the faculty council.
Nationally, I served as Vice President of the International Federation of Medical Students’ Associations The Netherlands (IFMSA-NL) in 2005-06.
Internationally, I served as Vice President of the European Medical Students' Association (EMSA) in 2006-07. In 2008 I was elected Liaison Officer on Medical Education issues to the executive board of the International Federation of Medical Students’ Associations (IFMSA). In this capacity I represented medical students on the executive board of the Association for Medical Education in Europe (AMEE) and on the executive council of the World Federation of Medical Education (WFME) in 2008-2010. I worked with the World Health Organization (WHO) in their Reference Group on Medical Education as expert consultant in 2010. I worked as educational consultant in Sulaiman Al-Rajhi University in Bukairiyah, Saudi Arabia for two months to assist with the development of their new medical faculty.
I have traveled extensively on six continents and coordinated projects in Kenya (youth) and South Sudan (health promotion).Research Expertise
(Co)author of over 40 publications in (inter)national journals and books. This includes 9 research articles, 18 commentaries and letters to the editor (6 in Lancet, 1 in New Eng J Med, JAMA and BMJ each), 6 book chapters, 4 working papers and policy briefs and 1 book review. (Co)author of over 30 abstracts presented at (inter)national conferences and meetings, and 10 keynote addresses and lectures as invited speaker.
I am experienced in a wide variety of teaching modalities ranging from small group facilitation and Problem Based Learning (PBL), to conducting workshops, giving lectures and leading practical sessions, such as clinical skills instruction. In my previous role, I was engaged in teaching of medical students on their Psychiatry rotation, including bed-side teaching and interview skills. I have developed and taught a course on Tropical Medicine and International Health at Maastricht University, which is undertaken by 275 second-year medical students each year. In 2010 I spent 2 months working in Saudi Arabia, at Sulaiman Al Rajhi University in Bukairiyah, as a visiting lecturer. As part of this role I worked with a team to develop a new medical school curriculum which involved taking the lead for various faculty development workshops with local academic staff and running small group and PBL sessions with the students. My statement of teaching philosophy can be found here; http://tinyurl.com/duvivierteachingphilosophy This narrative shows how I use my conception of teaching and learning in my own teaching.
Association for Medical Education in Europe [AMEE] • Board Member - ASPIRE Initiative, Program for International Recognition of Excellence in Education (2011-present) • Member Executive Committee (2008-10) World Federation for Medical Education [WFME] • Member Executive Council (2008-10) Maastricht University • Member Faculty Council (09/2011-09/2012) • Board Member Institute of Medical Education (05/2005-09/2007) • Member Student Council (05/2005-09/2007) International Federation of Medical Students’ Associations [IFMSA] • International Board Member, Liaison Officer on Medical Education issues (2008-10) • National Vice President on External Affairs, IFMSA the Netherlands (2005-06) European Medical Students’ Association • Vice President (2006-07) Mundri Relief and Development Organisation, Mundri South Sudan • Coordinator, Training-of-Trainers Program on Health Promotion (2007) Street Scouts Kenya Foundation, Machakos Kenya • Project Coordinator (2004-5)
Current research interests include equity in medical education, health workforce issues, career trajectories, clinical supervision, assessment of competence.
- Doctor of Philosophy, University of Maastricht - The Netherlands
- Bachelor of Medicine, University of Maastricht - The Netherlands
- Master of Science, University of Maastricht - The Netherlands
- Clinical Skills
- Global Health
- Health Professions Education
- Health Workforce
- Medical Education
- Physical Examination
- Dutch (Fluent)
- Spanish (Fluent)
Fields of Research
|130199||Education Systems not elsewhere classified||100|
|Dates||Title||Organisation / Department|
|1/03/2013 - 1/07/2013||Research Consultant||Instituto de Cooperación Social Integrare, Barcelona
|1/03/2012 -||Research Consultant||Foundation for Advancement of International Medical Education and Research [FAIMER],Philadelphia
|1/09/2010 - 1/11/2010||Visiting Lecturer and Project Manager||Sulaiman Al-Rajhi University
|Dates||Title||Organisation / Department|
|1/07/2013 - 1/08/2014||Medical Doctor||Parnassia Bavo Group Mental Health Services, Rotterdam
Acute Psychiatry & Emergency Mental Health Care
|1/12/2012 - 1/03/2013||Intern||World Health Organisation
Global Health Workforce Alliance
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (6 outputs)
|2013||Duvivier RJ, Dent JA, 'Student Support', A Practical Guide for Medical Teachers, Churchill Livingstone Elsevier, UK 362-369 (2013)|
|2013||Dent JA, Duvivier RJ, 'Student Support Scheme', Getting Started Series, University of Dundee, UK (2013)|
|2012||bin Dajim N, Duvivier RJ, 'International Students', International Handbook of Medical Education, SAGE Publications Limited, UK (2012)|
|Show 3 more chapters|
Journal article (60 outputs)
Crebbin W, Beasley S, Tobin S, Guest G, Duvivier R, Watters D, 'Judgement: clinical decision-making as a core surgical competency', ANZ JOURNAL OF SURGERY, 89 760-763 (2019)
Griffin B, Bayl-Smith P, Duvivier R, Shulruf B, Hu W, 'Retest effects in medical selection interviews', Medical Education, 53 175-183 (2019) [C1]
© 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education Context: Repetition of a cognitive ability test is known to increase scores, but almost n... [more]
© 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education Context: Repetition of a cognitive ability test is known to increase scores, but almost no research has examined whether similar improvement occurs with repetition of interviews. Retest effects can change the rank order of candidates and reduce the test's criterion validity. Because interviews are widely used to select medical students and postgraduate trainees, and because applicants apply to multiple programmes and often reapply if unsuccessful, the potential for retest effects needs to be understood. Objectives: This study was designed to identify if retest improvements occur when candidates undertake multiple interviews and, if so, whether the effect is attributable to general interview experience or specific experience and whether repeat testing affects criterion validity. Methods: We compared interview scores of applicants who were interviewed for one or more of three independent undergraduate medical programmes in two consecutive years and those who were interviewed in both years for the same programme. Correlations between initial and repeat interview scores and a written test of social understanding were compared. Results: General experience (being interviewed by multiple programmes) did not produce improvement in subsequent interview performance. There was no evidence of method effect (having prior experience of the multiple mini-interview process). Specific experience (being interviewed by the same programme across 2¿years) resulted in a significant improvement in scores for which regression to the mean did not fully account. Criterion validity did not appear to be affected. Conclusions: Unsuccessful candidates for medical school who reapply and are re-interviewed on a subsequent occasion at the same institution are likely to increase their scores. The results of this study suggest the increase is probably not attributable to improved ability.
Duvivier RJ, Driessen E, 'Trends and developments in medical education research', Tijdschrift voor Psychiatrie, 61 170-174 (2019)
© 2019 Uitgeverij Boom. All rights reserved. BACKGROUND In medical educational research specific approaches and research methods are used, the risk being that the field becomes le... [more]
© 2019 Uitgeverij Boom. All rights reserved. BACKGROUND In medical educational research specific approaches and research methods are used, the risk being that the field becomes less accessible to clinicians and teachers. AIM To highlight the relevance of educational research for clinical practice. METHOD A description of the development of medical educational research as a field and of the different types of research questions and the role of theories from related social sciences such as psychology, pedagogy and sociology. RESULTS First, there are the descriptive studies, based on the question ¿what has been done¿. Second, there are justification studies that compare educational innovations with existing practice to provide insight into ¿did the intervention work better?¿. A third group of studies focuses on clarification of underlying learning processes, with the question ¿why or how did it work?¿ Theory helps with the design of studies and interpretation of research results, thereby increasing the quality and relevance of medical educational research. CONCLUSION Medical educational research has developed rapidly, and the involvement of teachers and clinicians (such as psychiatrists) is necessary to ensure that it remains closely connected to practice.
Griffin B, Auton J, Duvivier R, Shulruf B, Hu W, 'Applicants to medical school: if at first they don t succeed, who tries again and are they successful?', Advances in Health Sciences Education, 24 33-43 (2019) [C1]
© 2018, Springer Nature B.V. This study compared the profile of those who, after initial failure to be selected, choose to reapply to study medicine with those who did not reapply... [more]
© 2018, Springer Nature B.V. This study compared the profile of those who, after initial failure to be selected, choose to reapply to study medicine with those who did not reapply. It also evaluates the chance of a successful outcome for re-applicants. In 2013, 4007 applicants to undergraduate medical schools in the largest state in Australia were unsuccessful. Those who chose to reapply (n = 665) were compared to those who did not reapply (n = 3342). Results showed that the odds of re-applying to medicine were 55% less for those from rural areas, and 39% more for those from academically-selective schools. Those who had higher cognitive ability and high school academic performance scores in 2013 were also more likely to re-apply. Socioeconomic status was not related to re-application choice. Re-applicants¿ showed significant improvements in selection test scores and had a 34% greater probability of selection than first-time applicants who were also interviewed in the same selection round. The findings of this study indicate that re-testing and re-application improves one¿s chance of selection into an undergraduate medical degree, but may further reduce the diversity of medical student cohorts in terms of rural background and educational background.
Duvivier RJ, 'How to future-proof the use of space in universities by integrating new digital technologies', Perspectives: Policy and Practice in Higher Education, 23 18-23 (2019) [C1]
© 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This paper examines how digital technologies shape the use of space in univ... [more]
© 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This paper examines how digital technologies shape the use of space in universities with a particular focus on the implications on organisational level. In order to maximise the potential of new technologies, I argue that universities will have to reconsider their use of space. This includes addressing the impact of new technologies on pedagogies, on facilities and on students. This paper discusses seven organisational consequences, with an aim to guide estate planning and strategic investment in campus buildings and facilities.
Stokes-Parish J, Duvivier R, Jolly B, 'Expert opinions on the authenticity of moulage in simulation: a Delphi study.', Adv Simul (Lond), 4 16 (2019)
Duvivier RJ, Wiley E, Boulet JR, 'Supply, distribution and characteristics of international medical graduates in family medicine in the United States: a cross-sectional study', BMC FAMILY PRACTICE, 20 (2019)
Stokes-Parish JB, Duvivier R, Jolly B, 'Investigating the impact of moulage on simulation engagement A systematic review', Nurse Education Today, 64 49-55 (2018) [C1]
© 2018 Elsevier Ltd Background: Simulation Based Education (SBE) is used as a primer for clinical education in nursing and other health professions. Participant engagement strateg... [more]
© 2018 Elsevier Ltd Background: Simulation Based Education (SBE) is used as a primer for clinical education in nursing and other health professions. Participant engagement strategies and good debriefing have been identified as key for effective simulations. The environment in which the simulation is situated also plays a large role in the degree of participant engagement. Various cues are staged within simulations to enhance this engagement process. Moulage techniques are used in current-day simulation to mimic illnesses and wounds, acting as visual and tactile cues for the learner. To effectively utilise moulage in simulation, significant expense is required to train simulation staff and to purchase relevant equipment. Objective: Explore the use of moulage in simulation practice today and its influence on participant engagement. Design: Using a systematic process to extract papers, we reviewed the literature with a critical-realist lens. Data Sources: CINAHL Complete, ERIC, Embase, Medline, PsycINFO, SCOPUS, Web of Science, Proquest, Science Direct and SAGE. Review Methods: 10 databases were systematically reviewed using the keyword ¿moulage¿ to answer the question ¿How does the authenticity of moulage impact on participant engagement?¿. 1318 records were identified prior to exclusion criterion were applied. 10 articles were targeted for review, following exclusion for English language and publication between 2005 and 2015. Results: The resulting 10 papers were assessed for quality using the Medical Education Research Study Quality Instrument (MERSQI). The majority of papers were situated in dermatology teaching, with only one nursing paper. Study participants were both undergraduate and postgraduate. Most of the studies were undertaken at a university setting. No papers comprehensively addressed whether the authenticity of moulage influences learner engagement. Conclusions: Results were limited, yet clearly outline a widely held assumption that moulage is essential in simulation-based education for improved realism and subsequent learner engagement. Despite this, there is no clear evidence from the literature that this is the case, suggesting that further research to explore the impact of moulage on participant engagement is warranted. A number of recommendations are made for future research.
Griffin B, Auton J, Duvivier R, Shulruf B, Hu W, 'Multiple mini interviews: Revealing similarities across institutions', BMC Medical Education, 18 (2018) [C1]
Sanchez AA, Southgate E, Rogers G, Duvivier RJ, 'Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education', LGBT Health, 4 295-303 (2017) [C1]
© Mary Ann Liebert, Inc. 2017. Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New... [more]
© Mary Ann Liebert, Inc. 2017. Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. Methods: We sent medical school curriculum administrators an online cross-sectional survey. Results: The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as "fair," two (13%) as "good," and two (13%) as "poor," with one respondent (7%) describing the coverage as "very poor." None of the respondents described the coverage as "very good." Conclusions: Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people.
Stokes-Parish JB, Duvivier R, Jolly B, 'Does Appearance Matter? Current Issues and Formulation of a Research Agenda for Moulage in Simulation', Simulation in Healthcare-Journal of the Society for Simulation in Healthcare, 12 47-50 (2017) [C1]
Ditton-Phare P, Loughland C, Duvivier R, Kelly B, 'Communication skills in the training of psychiatrists: A systematic review of current approaches', AUSTRALIAN AND NEW ZEALAND JOURNAL OF PSYCHIATRY, 51 675-692 (2017) [C1]
Duvivier RJ, Burch VC, Boulet JR, 'A comparison of physician emigration from Africa to the United States of America between 2005 and 2015', HUMAN RESOURCES FOR HEALTH, 15 (2017) [C1]
Leppink J, Duvivier R, 'Twelve tips for medical curriculum design from a cognitive load theory perspective', Medical Teacher, 38 669-674 (2016) [C1]
© 2016 Taylor & Francis. Abstract: During their course, medical students have to become proficient in a variety of competencies. For each of these competencies, educational ... [more]
© 2016 Taylor & Francis. Abstract: During their course, medical students have to become proficient in a variety of competencies. For each of these competencies, educational design can use cognitive load theory to consider three dimensions: task fidelity: from literature (lowest) through simulated patients (medium) to real patients (highest); task complexity: the number of information elements in a learning task; and instructional support: from worked examples (highest) through completion tasks (medium) to autonomous task performance (lowest). One should integrate any competency into a medical curriculum such that training in that competency facilitates the students¿ journey that starts from high instructional support on low-complexity low-fidelity learning tasks all the way to high-complexity tasks in high-fidelity environments carried out autonomously. This article presents twelve tips on using cognitive load theory or, more specifically, a set of four tips for each of task fidelity, task complexity, and instructional support, to achieve that aim.
Duvivier RJ, Wiley E, 'WHO and the health of LGBT individuals', The Lancet, 385 1070-1071 (2015) [C3]
Duvivier RJ, Van Zanten M, 'Medical education in the former Netherlands Antilles countries Bonaire, St Eustatius and Saba', Nederlands Tijdschrift voor Geneeskunde, 159 (2015) [C3]
On 10 October 2010, the former Netherlands Antilles was dissolved politically; Curacao and St Maarten became autonomous countries, while Bonaire, St Eustatius and Saba (the '... [more]
On 10 October 2010, the former Netherlands Antilles was dissolved politically; Curacao and St Maarten became autonomous countries, while Bonaire, St Eustatius and Saba (the 'BES islands') joined the Netherlands with the status 'special municipalities'. At that time there was one medical school on each of the BES islands, providing medical education to students predominantly from the United States and Canada. A process was instigated for recognition and accreditation within the Netherlands system of the education provided by these schools. This article provides an overview of this process, and investigates its consequences, including admission and registration requirements, student mobility and financial aspects. The current location and status of the different educational programmes will be explained.
Duvivier RJ, Stull MJ, Colombo AS, Chantanakomes JP, Kaduru C, 'A 21st-century medical school', The Lancet, 385 2574 (2015) [C3]
Duvivier R, Kelly B, Veysey M, 'Selection and study performance', Medical Education, 49 638-639 (2015) [C3]
Duvivier RJ, 'Education of health professionals in China', The Lancet, 384 2108 (2014) [C3]
|Show 57 more journal articles|
Conference (5 outputs)
Arora M, Walker K, Duvivier RJ, Wynne K, 'The effect of an educational session on attitudes toward delivery of transgender healthcare by medical students and general practitioners in the Hunter region', CLINICAL ENDOCRINOLOGY, Perth, AUSTRALIA (2018)
Gilligan C, Duvivier R, Southgate E, Outram S, Zangger M, Desoirs J, 'Attitudes towards sexuality and sexual identities among Australian and New Zealand Medical students', Proceedings Oral ANZAHPE 2017, Adelaide, SA (2017)
|2017||Stokes-Parish JB, Duvivier R, jOLLY B, 'Designing a scale for validation of moulage authenticity using the Delphi Method', Designing a scale for validation of moulage authenticity using the Delphi Method., Sydney, Australia (2017)|
|Show 2 more conferences|
Other (1 outputs)
Duvivier R, Brosnan C, Southgate E, Southgate EL, 'Getting into medicine: Tips for future applicants.', (2017) [O1]
Report (4 outputs)
|2013||ten Hoope - Bender P, Duvivier R, Campbell J, 'Commitments for Every Woman, Every Child : a midwifery perspective. Technical Brief.', ICS Integrare, 1 (2013)|
|2013||Campbell J, Duvivier R, Buchan J, Van Look P, Matthews Z, 'Commitments for Every Woman, Every Child : a Human Resources for Health perspective', ICS Integrare, 4 (2013)|
|2013||Condon R, Duvivier RJ, Kirition R, Kafoa B, McKimm J, Roberts G, 'Medical internship programs in the Pacific: current situation and future challenges', AusAID, 22 (2013)|
|Show 1 more report|
Thesis / Dissertation (1 outputs)
|2012||Duvivier RJ, Teaching and learning clinical skills : mastering the art of medicine, Maastricht University (2012)|
Grants and Funding
|Number of grants||7|
Click on a grant title below to expand the full details for that specific grant.
20171 grants / $12,088
How does variation of moulage authenticity impact on engagement of participants in a simulation? $12,088
Funding body: Society for Simulation in Healthcare
|Funding body||Society for Simulation in Healthcare|
|Project Team||Professor Brian Jolly, Jessica Stokes-Parish, Doctor Robbert Duvivier|
|Scheme||Novice Research Grant|
|Type Of Funding||C3212 - International Not for profit|
20161 grants / $98,015
Equity and Medical Education (EME) - what are the 'sticky points' in the application and admissions processes of undergraduate medical schools that affect entry of students from low socioeconomic stat$98,015
Funding body: Department of Education
|Funding body||Department of Education|
|Project Team||Doctor Robbert Duvivier, Associate Professor Erica Southgate, Associate Professor Caragh Brosnan, Professor Brian Kelly, Professor Brian Jolly, Associate Professor Marita Lynagh, Doctor Sue Outram, Professor Wendy Hu, Dr Barbara Griffin, Associate Professor Boaz Shulruf, Associate Professor Amanda Nagle|
|Scheme||Higher Education Participation and Partnerships Programme|
|Type Of Funding||C2110 - Aust Commonwealth - Own Purpose|
20153 grants / $146,165
"Same same but different" - how different institutional settings impact the delivery of a joint medical curriculum$80,000
Funding body: Central Coast Local Health District
|Funding body||Central Coast Local Health District|
|Project Team||Associate Professor Martin Veysey, Doctor Robbert Duvivier, Associate Professor Caragh Brosnan, Dr Eleonora Leopardi|
|Scheme||Research Sponsorship Scholarship|
|Type Of Funding||C2220 - Aust StateTerritoryLocal - Other|
Selection in a school leaver population: comparing three different processes in one pool of applicants$64,665
Funding body: ACER (Australian Council for Educational Research)
|Funding body||ACER (Australian Council for Educational Research)|
Prof Wendy Hu, A/Prof Boaz Shulruf, A/Prof Barbara Griffin, Dr Robbert Duvivier
|Scheme||UMAT Consortium Research Grant|
|Type Of Funding||Aust Competitive - Non Commonwealth|
Funding body: University of Newcastle - Faculty of Health and Medicine
|Funding body||University of Newcastle - Faculty of Health and Medicine|
|Project Team||Doctor Robbert Duvivier|
|Type Of Funding||Internal|
20121 grants / $12,000
Funding body: Foundation for Advancement of International Medical Education and Research [FAIMER],Philadelphia
|Funding body||Foundation for Advancement of International Medical Education and Research [FAIMER],Philadelphia|
R Duvivier, JR Boulet
|Type Of Funding||External|
20091 grants / $62,000
Kootstra Talent Fellowship$62,000
Funding body: Maastricht University
|Funding body||Maastricht University|
|Type Of Funding||Not Known|
Number of supervisions
|Commenced||Level of Study||Research Title||Program||Supervisor Type|
|2016||PhD||The Medical Graduate to Intern Transition: Can It Be Defined and How Important Is a Peer Perspective?||PhD (Medicine), Faculty of Health and Medicine, The University of Newcastle||Co-Supervisor|
|2016||PhD||Health Professions Education Research||PhD (Medicine), Faculty of Health and Medicine, The University of Newcastle||Co-Supervisor|
|2015||PhD||Authentic Moulage: Exploring Participant Engagement in Simulation||PhD (Medicine), Faculty of Health and Medicine, The University of Newcastle||Co-Supervisor|
|2015||PhD||Problem-Based Learning, Productive Failure and Medical Education||Curriculum & Education Studies, The University of Sydney||Co-Supervisor|
|2015||PhD||How Different Institutional Settings Impact the Delivery of a Joint Medical Curriculum||PhD (Medicine), Faculty of Health and Medicine, The University of Newcastle||Co-Supervisor|
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
|Country||Count of Publications|
Dr Robbert Duvivier
Conjoint Associate Professor
School of Medicine and Public Health
Faculty of Health and Medicine
Callaghan, NSW 2308