Rate My Professor Michael Storr

Associate Professor Michael Storr serves as an education-focused academic and Course Director of the Bachelor of Physiotherapy (Honours) program in the Department of Physiotherapy, Faculty of Medicine, Nursing and Health Sciences at Monash University. A qualified physiotherapist with a Bachelor of Physiotherapy (BPhysio), he has advanced from Lecturer to Associate Professor, dedicating his career to enhancing physiotherapy education through innovative teaching practices and research. Storr coordinates and teaches advanced units such as Physiotherapy 7B: Clinical (PTY4172), Musculoskeletal Physiotherapy (PTY5107), and others, preparing students for complex clinical environments.

Storr's research centers on physiotherapy education, including clinical skills competency, student self-video feedback, interprofessional workplace learning, simulation in clinical training, and physiotherapy students' exposure to confronting clinical situations. Notable projects include 'Simulated learning environments: Embedding simulation in clinical training in physiotherapy' (2013-2015). His key publications encompass 'The readiness of Australian health care students to encounter patients experiencing partner abuse' (Journal of Interpersonal Violence, 2022), 'Physiotherapy students' exposure to confronting clinical situations: a qualitative review' (Journal of Allied Health, 2020), 'How do professional Australian Football League (AFL) players utilise social media during periods of injury? A mixed methods analysis' (Journal of Science and Medicine in Sport, 2018), 'Understanding students' and clinicians' experiences of informal interprofessional workplace learning: An Australian qualitative study' (BMJ Open, 2018), and a chapter titled 'Physiotherapy' in 'Preparing Learners for Uncertainty in Health Professions: A Handbook for Educators' (Monash University, 2024). This open-access handbook has achieved over 12,500 global views, underscoring its impact. Storr has earned the Vice-Chancellor's Citation for Outstanding Contribution to Student Learning (2014), a Faculty Learning & Teaching Research Grant (2016), and a team nomination for the 2025 Vice-Chancellor's Award for Innovation in Learning and Teaching. With 24 research outputs, he continues to shape health professions pedagogy.