Karen Mattick

Datos Biográficos

ID	1740195
NOMBRE	Karen Mattick
NOMBRES	Karen
APELLIDO	Mattick
FIRMA	MATTICK K
AFILIACIONES	University of Exeter Medical School University of Exeter Exeter UK
ORCID	0000-0003-1800-773X
VERIFICADO	Sí
TOTAL DE OBRAS	19
TOTAL DE CITAS	8
TOTAL COMO AUTOR	19
TOTAL COMO EDITOR	0
PRIMER AÑO DE PUBLICACIÓN	2006
AÑO MÁS RECIENTE DE PUBLICACIÓN	2026
ÍNDICE H	1

Mental health placements for health and social care students
Open AccessCharlotte Rees, Alicja Lojszczyk et al.ARTICLEMedical Education2026
Preparedness for practice and workplace support of newly qualified allied health professionals
Open AccessN Brennan, Sophie Westwood et al.ARTICLEMedical Teacher2026
INTRODUCTION: Allied health professionals (AHPs) constitute a significant part of the global healthcare workforce. It is important that AHPs are well prepared for practice to provide quality care for patients, for their personal wellbeing, and for workforce retention. In comparison to doctors, there has been strikingly limited research on AHPs preparedness for practice. The aim of this study was (1) to understand how well newly qualified AHPs wer…
Uncovering the economic costs of rotation in postgraduate clinical training
Open AccessStuart McPhail, Jason Hancock et al.ARTICLEMedical Teacher2026
INTRODUCTION: Health professions education (HPE) frequently employs rotational models in which learners move between placements at distinct healthcare facilities. Rotational training is presumed to have educational benefits but it incurs costs and there is debate within undergraduate and postgraduate contexts concerning the optimal extent of rotation. Rotational training's costs are largely hidden and have not been rigorously studied. We aimed to…
Tolerance of ambiguity and psychological wellbeing in newly qualified doctors
Open AccessJason Hancock, Obioha C Ukoumunne et al.ARTICLEMedical Education2025
Realist analysis of qualitative data in health professions education research
Open AccessCharlotte Rees, Dominic Proctor et al.ARTICLEMedical Education2025
A roadmap to realist interviews in health professions education research
Open AccessCharlotte Rees, Corinne Davis et al.ARTICLEMedical Education2024
Health workforce under pressure—How do we sustain our future
Open AccessJoanna McCormack, Charlotte Noble et al.ARTICLEMedical Education2024
McCormack, Noble and Mattick explore the seemingly unsustainable workload placed on the health workforce. Interrelations between multiple lenses of sustainability are discussed and a possible pathway towards sustainability is provided
Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital
Open AccessA Kajamaa, Päivikki Lahtinen et al.ARTICLEMedical Education2024
The impact of shared social spaces on the wellness and learning of junior doctors
Open AccessCiska Uys, Daniele Carrieri et al.ARTICLEMedical Education2023
From health advocacy to collective action
Open AccessCharlotte Noble, Christy Noble et al.ARTICLEMedical Education2023
Using the UN Sustainable Development Goals as inspiration, Noble and Mattick explore the parallels between learning to prescribe and becoming a health advocate
Constraints and affordances for UK doctors‐in‐training to exercise agency
Open AccessKaren Mattick, Anna Goulding et al.ARTICLEMedical Education2023
Graduates' preparedness for the changing doctor‐patient relationship
Open AccessN Brennan, Nicola Langdon et al.ARTICLEMedical Education2023
Workplace support for newly qualified doctors and secondary school teachers
Open AccessHelen Foster-Collins, Karen Mattick et al.ARTICLEBritish Educational Research…2023Referencias: 157
Doctors and teachers in their first year of practice face steep learning curves and increased stress, which can induce poor mental health, burnout and attrition. Informal workplace support from colleagues can help smooth transitions and aid professional development. A three‐phase comparative research design was used to explore who provides informal workplace support to early‐career professionals, types of support and influencing factors. Phase 1 …
Promoting inclusivity in health professions education publishing
Open AccessRola Ajjawi, Paul Crampton et al.ARTICLEMedical Education2022
A taskforce established by Medical Education asks readers to engage in discussion about how the journal and field can do better to ensure that health professional education publishing is inclusive of diverse knowledge and perspectives
I’d have to fight for my life there’
Open AccessEliot L Rees, Karen Mattick et al.ARTICLEMedical Education Online2022
Students from lower socio-economic backgrounds who were educated in state funded schools are underrepresented in medicine in the UK. Widening access to medical students from these backgrounds has become a key political and research priority. It is known that medical schools vary in the number of applicants attracted and accepted from non-traditional backgrounds but the reasons for this are poorly understood. This study aims to explore what applic…
Mindfulness, complex interventions and conceptual clarity
Open AccessJason Hancock, Karen MattickARTICLEMedical Education2020
How can we further develop mindfulness training in health professions education? Hancock and Mattick argue the answer lies in the complex interventions framework
Judging competence, providing feedback and changing organisations
Open AccessKaren Mattick, Derek GallenARTICLEMedical Education2020
Reflecting on Pack et al.'s work, Mattick and Gallen argue training experiences and outcomes offer perspective on organisational culture and can inform program development as much as trainee development
The case for faculty development
Open AccessDominic Proctor, David Leeder et al.ARTICLEMedical Education2020
When I first came here, I thought medicine was black and white
Open AccessLynn Valerie Knight, Lynn Knight et al.ARTICLESocial Science & Medicine2006Citada por: 8Referencias: 19