ProfessorGary Rogers

Professor Gary D. Rogers is a health professions educational leader, public health researcher and academic GP with a focus on HIV medicine. He commenced as Professor and Dean of the School of Medicine at Deakin University in June 2020.

Immediately prior to joining Deakin, he was Professor of Medical Education and Deputy Head of School (Learning & Teaching) at the Griffith University School of Medicine, as well as undertaking clinical work in the Infectious Diseases Unit at Gold Coast University Hospital. Gary gained his medical degree from the University of Adelaide 1984. In the early 1990s, he formulated and led an interprofessional primary health care team focused on HIV care and prevention in the city of Adelaide. Whist still in full-time clinical practice, he undertook the Monash University Master of General Practice Psychiatry in order to gain the skills he needed to support the survivors of the HIV pandemic following the implementation of effective treatment for the condition in the 1996. In the mid-2000s he completed a PhD in public health applying a health inequity framework to the provision of primary health care to a particular LGBTQIA+ community and then worked for two years across the 21 Pacific Island countries and territories in HIV care mentorship and sexual health promotion.

For the last 15 years, Gary's scholarly work has focused on health professional education. He is a former President of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and was made an Honorary Life Member of the Association in 2020. He was a member of the Executive Committee of AMEE, the international association for health professions education, from 2013 to 2019. In 2017, he was recognised as a Principal Fellow of the global Higher Education Academy.  He is currently Deputy Chair of the Medical Schools Accreditation Committee of the Australian Medical Council and Treasurer of Medical Deans Australia and New Zealand.  

Gary's current research focuses on the affective learning associated with the acquisition of professional and interprofessional values among health students, as well as widening access to health professional education.