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Postgraduate study

Dr Brett Mann teaching GENX 820
Dr Mann with the GENX 820 Nature of Medical Practice class.

The Department of General Practice and Rural Health offers postgraduate teaching and study in national and international practice-based research.

Our staff run postgraduate courses in general practice, and work with other departments and the Dunedin School of Medicine in their teaching programmes. Our staff help to stimulate and supervise research in the department.

We offer the following postgraduate programmes:

Find supervisors in your field of interest in the Department of General Practice and Rural Health 

We have PhD, Master's, and Honours postgraduate research opportunities in:

and other areas.

Enquiries regarding:

  • enrolment in any postgraduate programme
  • Master's or PhD study in the department

should be directed to the Convenor of Postgraduate Programmes, Dr Katherine Hall.

Dr Katherine Hall
Tel 64 3 479 5408

If you are an international student who has not previously been enrolled at Otago University, please contact the International Office.

International Office website

Read about our current and past postgraduate students' research:

Postgraduate papers in General Practice in 2017

Not all papers are offered every year, and papers are usually rotated every two or three years.

GENA 821 Research Methods (Full year)

The principles of critical appraisal of health literature and an introduction to research methodology, research design methods, data collection, research reporting, and research ethics.

This paper introduces the basic principles and methods of critical appraisal and research design. It provides the participant with the skills to undertake and contribute to medical research through detailed coverage of research methods and design, data collection and analysis, and research reporting, and research ethics.

This paper is a prerequisite for proceeding to a Master of General Practice degree.

GENA 823 Teaching and Learning in Medical Practice (Full year)

Examines learning theory, provides opportunities for experiential and group learning, and explores the nature of reflective teaching practice. Areas considered include the process of change, course design and evaluation, teaching methods, and the assessment of learning. Learning contexts include medical education, medical practice, and continuing professional development. A balance is provided between core material and the opportunity to develop individual areas of interest and application.

This paper is based on key aspects of educational theory and provides practical outcomes for doctors wishing for better educational relationships with undergraduate students, registrars, other doctors, and patients.

GENA 825 Culture, Health and Society

The cultural context of medicine and other healing modalities and the meanings that illness experiences have for people in those contexts.

This paper develops an understanding of the cultural and societal contexts within which medicine is practised. It is specifically designed to be useful for health professionals working in clinical settings. Medicine and other healing modalities are explored, with attention to their cultural contexts and the meanings that illness experiences have for those within these cultural contexts.


"I will undoubtedly be a better doctor and be more content with my work. The breadth of education and exploration of experience and knowledge I think will impact on other areas of my life as well."
Dr Steven Lillis

"I understand better the patient's perspective and the process of consultation and derive more satisfaction from being a general practitioner."
Dr Don MacKenzie

"Critical appraisal: like opening a new book I didn’t know existed. Meaningful and very worthwhile."
Dr Fiona Millard

"I enjoyed the first year so much, I thought: 'I've got to come back for more of this' ."
Dr Farah Deobhakta

"I've enjoyed the meeting of minds with other practitioners. Our group is spread right around the country, so it's a very diverse and interesting group of people."
Dr Andrew McLeod

"I've been a front-line GP for some time. I really wanted to look at my practice in a little more depth."
Dr Marion Updsell

"The diploma has made me think what, why, where, and how I'm doing things. It has stimulated my interest in research and teaching."

  • Dr Warren Nicholl