Patricia O’sullivan

Biographic Data

ID180232
NAMEPatricia O’sullivan
GIVEN NAMESPatricia
FAMILY NAMEO’sullivan
SIGNATUREO’SULLIVAN P
AFFILIATIONSUniversity of California, San Francisco
ORCID0000-0002-8706-4095
VERIFIEDYes
TOTAL WORKS43
TOTAL CITATIONS8
AUTHOR COUNT43
EDITOR COUNT0
FIRST PUBLICATION YEAR1989
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Making productive use of insider-outsider tensions in HPER

    Open AccessA Kuper, Patricia O’sullivan et al.ARTICLEAdvances in Health Sciences…2026

  • How can authors address reflexivity in quantitative studies?

    Open AccessPatricia O’sullivan, Susan van Schalkwyk et al.ARTICLEAdvances in Health Sciences…2026

  • A scoping review of inquiry in medicine and nursing using Dewey’s perspective

    Open AccessGustavo Valbuena, Bridget C O'Brien et al.ARTICLEAdvances in Health Sciences…2026

    Health professions educators widely agree that inquiry must be fostered in trainees, yet fundamental questions remain about how to cultivate it as a habit. This scoping review examined instructional approaches to teaching inquiry in medicine and nursing through the lens of John Dewey’s philosophical framework, which conceptualizes inquiry as comprising both a five-phase method and a psychological attitude toward inquiry methods. Our analysis of 1…

  • On the receiving end

    Open AccessSusan van Schalkwyk, A Kuper et al.ARTICLEAdvances in Health Sciences…2026

  • Entrustment and EPAs for Artificial Intelligence (AI)

    Open AccessBrian Gin, Patricia O’sullivan et al.ARTICLEAcademic Medicine2025

    In this article, the authors propose a repurposing of the concept of entrustment to help guide the use of artificial intelligence (AI) in health professions education (HPE). Entrustment can help identify and mitigate the risks of incorporating generative AI tools with limited transparency about their accuracy, source material, and disclosure of bias into HPE practice. With AI’s growing role in education-related activities, like automated medical …

  • Twelve tips for creating a works in progress conference that builds capacity for educational scholarship and creates a scholarly community

    Open AccessPatricia O’sullivan, David M Irby et al.ARTICLEMedical Teacher2025

    Educators have implemented various strategies to build capacity for education scholarship, and often, these strategies focus on a specific set of interested individuals. We perceived a need for a strategy to engage a health professions education community with peer support. The purpose of these 12 tips is to describe an approach in place for nearly two decades that concurrently advances education scholarship and fosters a community that welcomes …

  • Disentangling faculty development

    Susan van Schalkwyk, Eliana Martorano Amaral et al.ARTICLEMedical Teacher2025

    BACKGROUND: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education. METHODOLOGY: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review. We extracted data using closed and open-ended questions. Quantitative data were summarised us…

  • Beyond the Task

    Open AccessSarah Blissett, Sebastián Rodríguez et al.ARTICLEAcademic Medicine2024

  • The Role of Faculty Development in Advancing Change at the Organizational Level

    Open AccessYvonne Steinert, Patricia O’sullivan et al.ARTICLEAcademic Medicine2024

    Although the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD progr…

  • “It’s Time to Do It, to Make It a Major Part of Medicine”

    Open AccessJordan McDonald, Jordan A McDonald et al.ARTICLEAcademic Medicine2024

  • “When You’re in It, It Feels Like It’s Everything”

    Open AccessLynnea M Mills, Terese Stenfors et al.ARTICLEAcademic Medicine2024

  • Aligning structures with values to sustain health professions education research

    Open AccessAnn Poncelet, Patricia O’sullivanARTICLEMedical Education2024

    This commentary highlights the role of leaders for sustaining health professions education research; in doing so, it advocates for identifying explicit values, derived through dialogue with stakeholders, and aligning investments with those values

  • Promoting physician‐as‐manager identities

    Open AccessSarah Blissett, Patricia O’sullivan et al.ARTICLEMedical Education2024

    Blissett and O'Sullivan contend that workplace learning environment contributes to learners devaluing administrative tasks and, as such, must be considered in strategies to promote a physician‐as‐manager identity

  • Developing a programmatic approach to faculty development and scholarship using the Aspire criteria

    Stijntje W Dijk, Ardi Findyartini et al.ARTICLEMedical Teacher2024

    Faculty Development (FD) has become essential in shaping design, delivery and quality assurance of health professions education. The growth of FD worldwide has led to a heightened expectation for quality and organizational integrity in the delivery of FD programmes. To address this, AMEE, An International Association for Health Professions Education, developed quality standards for FD through the development of the AMEE ASPIRE to Excellence crite…

  • The process of harmonizing competency-based curricula for medicine and nursing degree programmes

    Doreen Mloka, Edith Tarimo et al.ARTICLEMedical Teacher2023

    In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing Unite…

  • Investigating feedback orientation in medical learners

    Lynnea M Mills, Patricia O’sullivan et al.ARTICLEMedical Teacher2023

    Background/purpose Feedback processes in health professions education (HPE) are not always successful. While recommendations to improve feedback provision dominate the literature, studying specific learner attributes that impact feedback uptake may also improve feedback processes. Feedback orientation is a concept from management science involving four dimensions of learner attributes and attitudes that impact their feedback uptake: utility, acco…

  • Faculty knowledge, actions, and perceptions of sponsorship

    Open AccessMia Williams, Mia F Williams et al.ARTICLEMedical Education Online2023

    A majority of respondents at a large academic health center reported sponsorship familiarity, receipt, and satisfaction. Yet many perceived persistent institutional biases and the need for systematic change to improve sponsorship transparency, equity, and impact

  • Impact of an Innovative Endowed Chair Program on Medical Educator Recipients

    Open AccessPeter Chin‐Hong, Helen Loeser et al.ARTICLEAcademic Medicine2022

  • Exploring how feedback reflects entrustment decisions using artificial intelligence

    Open AccessBrian Gin, Olle ten Cate et al.ARTICLEMedical Education2022

  • Faculty motivations for leading clinical clerkship electives

    Leslie Sheu, Leslie Bernal Charondo et al.ARTICLEMedical Teacher2022

    PURPOSE: Faculty are motivated to pursue clinician-educator careers out of a sense of purpose, duty, connectedness, satisfaction, and mastery. Yet, many suffer from burnout due to a lack of funding, resources, and competing clinical demands. Reasons for clinician-educator participation in unfunded educational leadership positions are underexplored. This study examined faculty members' reasons for volunteering and remaining as clerkship elective d…

  • “What is the mechanism?”

    Jonathan S Pai, Heidi E Kirsch et al.ARTICLEMedical Teacher2022

    BACKGROUND: Repeated application of foundational science (FS) during medical reasoning results in encapsulation of knowledge needed to develop clinical expertise. Despite proven benefit of educating learners using a FS framework to anchor clinical decision making, how FS is integrated on clinical rotations has not been well characterized. This study examines how and when FS discussion occurs on internal medicine teaching rounds. MATERIAL AND METH…

  • Surgical Trainee Well-Being

    Anya L Greenberg, Caitlin R Collins et al.ARTICLEAcademic Medicine2021

    Physician well-being is associated with performance, patient satisfaction, and health outcomes. 1 Yet, up to 80% of U.S. physicians experience burnout, 2 over 40% screen positive for depression, 3 and more than 15% of surgeons exhibit alcohol dependence. 4 Risk factors for physician distress have received much attention. Recent work suggests mindfulness-based cognitive training enhances executive function, mitigates burnout, and reduces stress, w…

  • “There Is a Lot of Change Afoot”

    Jordan McDonald, Jordan A McDonald et al.ARTICLEAcademic Medicine2021

    PURPOSE: Medical schools responding to challenges with fairness, equity, learning environments, and student wellness have reconsidered clerkship grades. This study used the Concerns-Based Adoption Model (CBAM) to explore how faculty responded to a change in the approach to assessment from focus on grades toward focus on feedback. METHOD: This qualitative study used an inductive approach to analyze data from semistructured interviews with teaching…

  • Learning Echocardiography in the Workplace

    Sarah Blissett, Sebastián Rodríguez et al.ARTICLEAcademic Medicine2021

    PURPOSE: Although workplace learning environments provide authentic tasks to promote learning, elements of clinical settings may distract trainees and impede learning. The characteristics of workplace learning environments that require optimization are ill-defined. Applying principles of cognitive load theory (CLT) to optimize learning environments by managing intrinsic load (complexity of the task matched to learner knowledge and skill), minimiz…

  • Influence of Emotion on Cognitive Load Experienced by Trainees While Performing Patient Handoffs

    John Q Young, Karen A Friedman et al.ARTICLEAcademic Medicine2021

    Introduction: Patient handoffs remain a significant patient safety challenge. Researchers have used cognitive load theory (CLT) to unpack the complexity of health professions workplace learning tasks including handoffs. 1 When the cognitive load of a handoff exceeds the working memory capacity of the trainee, learning and performance suffer. CLT focuses on the development of instructional strategies that match intrinsic load (IL) to the developme…