Tim Dornan

Datos Biográficos

ID214253
NOMBRETim Dornan
NOMBRESTim
APELLIDODornan
FIRMADORNAN T
AFILIACIONESQueen's University Belfast
ORCID0000-0001-7830-0183
VERIFICADOSí
TOTAL DE OBRAS23
TOTAL DE CITAS12
TOTAL COMO AUTOR23
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2002
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H1

  • Exploring yarigai

    Open AccessHiroshi Nishigori, Yosuke Shimazono et al.ARTICLEMedical Teacher2024

    INTRODUCTION: ? METHOD: in caring for patients. The semi-structured interviews were conducted face-to-face with each participant by the Japanese researchers, yielding 51 cases of patient-doctor interactions. After grouping the interview data, they translated the cases into English and identified four representative cases to present based on the set criteria. RESULTS: , (3) witnessing strength in a seemingly powerless human being, and (4) cultivat…

  • Striking fear into students’ hearts

    Open AccessTim Dornan, Dakota Armour et al.ARTICLEMedical Teacher2024

    PURPOSE: Undergraduate medical education (UGME) has to prepare students to do safety-critical work (notably, to prescribe) immediately after qualifying. Despite hospitals depending on them, medical graduates consistently report feeling unprepared to prescribe and they sometimes harm patients. Research clarifying how to prepare students better could improve healthcare safety. Our aim was to explore how students experienced preparing for one of the…

  • Reluctant heroes

    Open AccessTim Dornan, Dakota Armour et al.ARTICLEMedical Education2023

  • Constraints and affordances for UK doctors‐in‐training to exercise agency

    Open AccessKaren Mattick, Anna Goulding et al.ARTICLEMedical Education2023

  • The social construction of teacher and learner identities in medicine and surgery

    Open AccessPeter Cantillon, Willem de Grave et al.ARTICLEMedical Education2022

  • Pre-prescribing

    Open AccessHannah Gillespie, Helen Reid et al.ARTICLEMedical Teacher2022

    PURPOSE: Prescribing is a common task, often performed by junior clinicians, with potential for significant harm. Despite this, it is common for medical students to qualify having only prescribed in simulated scenarios or assessments. We implemented an alternative: students were given pens with purple ink, which permitted them to write prescriptions for real patients. We set out to understand how this intervention, pre-prescribing, created a zone…

  • The wolf shall dwell with the lamb

    Open AccessHannah Gillespie, Tim DornanARTICLEMedical Education2021

    The authors explore the power dynamics at play in inter‐professional education to ask the question ‘should we sanction or support inter‐professional workplace learning and practice?’

  • When I say … pedagogy

    Open AccessTim Dornan, Martina KellyARTICLEMedical Education2021

    Dornan and Kelly explain why pedagogy is best thought of as "teachers forming educative relationships that create zones of proximal development in which students can learn to the best of their abilities"

  • Destabilising institutions to make healthcare more equitable

    Tim Dornan, Gráinne P Kearney et al.ARTICLEMedical Teacher2021

    Disturbances and conflicts in everyday medical work ... challenge the medical social system to understand and manage complexity, identify the dynamics of contradictions, and utilize them in emancipat

  • Harnessing insights from an activity system – OSCEs past and present expanding future assessments

    Open AccessHelen Reid, Gerard Gormley et al.ARTICLEMedical Teacher2021

    Objective Structured Clinical Examinations (OSCEs) are a dominant, yet problematic, assessment tool across health professions education (HPE). OSCEs' standardised approach aligns with regulatory accountability, allowing learners to exchange exam success for the right to practice. We offer a sociohistorical account of OSCEs' development to support an interpretation of present assessment practices. OSCEs create tensions. Preparing for OSCE success …

  • Acting wisely in complex clinical situations

    Open AccessTim Dornan, Ciara Lee et al.ARTICLEMedical Teacher2021

    PURPOSE: The hope that reliably testing clinicians' competencies would improve patient safety is unfulfilled and clinicians' psychosocial safety is deteriorating. Our purpose was to conceptualise 'mutual safety', which could increase benefit as well as reduce harm. METHODS: A cultural-historical analysis of how medical education has positioned the patient as an object of benefit guided implementation research into how mutual safety could be achie…

  • The pen is mightier than the sword. Reinstating patient care as the object of prescribing education

    Open AccessHannah Gillespie, Eleanor McCrystal et al.ARTICLEMedical Teacher2021

    Prescribing (writing medication orders) is one of residents' commonest tasks. Superficially, all they have to do is complete a form. Below this apparent simplicity, though, lies the complex task of framing patients' needs and navigating relationships with them and other clinicians. Mistakes, which compromise patient safety, commonly result. There is no evidence that competence-based education is preventing harm. We found a profound contradiction …

  • Being Vulnerable

    Martina Kelly, Lara Nixon et al.ARTICLEAcademic Medicine2020

    PURPOSE: Effective nonverbal communication is associated with empathic behavior and improved patient outcomes. Touch, as a form of nonverbal communication, is relatively unexplored in medical education. This study sought to gain in-depth insights into physicians' experiences communicating with touch and to examine how these insights could inform communication skills curricula. METHOD: Collaborative inquiry, a form of action research, was used. Si…

  • Becoming a clinician

    Open AccessJames B Brown, Helen Reid et al.ARTICLEMedical Education2020

  • Medical teachers’ discursive positioning of doctors in relation to patients

    Open AccessTim Dornan, Selina Roy Bentley et al.ARTICLEMedical Education2020

  • Enhancing workplace learning at the transition into practice

    Open AccessHannah Gillespie, Florence Findlay White et al.ARTICLEMedical Education2020

    Based on consultations with various stakeholders, including faculty and programme leadership, administrative staff and standardised patient (SP) trainers, a completely online OSCE was designed.Content was selected by OSCE faculty leads.A practice OSCE consisting of three stations, each followed by a short feedback session for the student, was administered 1 week prior to the actual examination.This gave participants a chance to familiarise themse…

  • Embodying empathy

    Open AccessMartina Kelly, Clark Svrcek et al.ARTICLEMedical Education2020

  • Pride and prejudice – What can we learn from peer review

    Open AccessHelen Le Sueur, Arianna Dagliati et al.ARTICLEMedical Teacher2020

    Objectives: Peer review is a powerful tool that steers the education and practice of medical researchers but may allow biased critique by anonymous reviewers. We explored factors unrelated to research quality that may influence peer review reports, and assessed the possibility that sub-types of reviewers exist. Our findings could potentially improve the peer review process.Methods: We evaluated the harshness, constructiveness and positiveness in …

  • Experience of Touch in Health Care

    Open AccessMartina Ann Kelly, Martina Kelly et al.ARTICLEQualitative Health Research2018Citada por: 11Referencias: 70

    Touch mediates health professionals' interactions with patients. Different professionals have reported their practices but what is currently lacking is a well-theorized, interprofessional synthesis. We systematically searched eight databases, identified 41 studies in seven professions-nursing (27), medicine (4), physiotherapy (5), osteopathy (1), counseling (2), psychotherapy (1), dentistry (1)-and completed a meta-ethnographic line-of-argument s…

  • Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

    Open AccessZareen Zaidi, Daniëlle Verstegen et al.ARTICLEMedical Education Online2016

    Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations

  • Identity text

    Open AccessZareen Zaidi, Daniëlle Verstegen et al.ARTICLEMedical Education Online2016Citada por: 1Referencias: 5

    While the impact of providing pedagogical space using Identity Text on cognitive engagement and enhanced learning requires further research, the findings of this study suggest that it is a useful pedagogical strategy to support cross-cultural education

  • Experiential learning

    Sarah Yardley, Pim W Teunissen et al.ARTICLEMedical Teacher2012

    Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which…

  • “You can’t Cure it so you have to Endure it”

    Open AccessNoemia King, Nigel King et al.ARTICLEQualitative Health Research2002

    In this study, the experience of adaptation to diabetic renal disease was examined from a phenomenological perspective. Twenty patients attending a diabetic renal clinic were interviewed in depth. Through the use of a template analysis approach, a set of strong themes relating to changes in lifestyle was identified: changes in the nature of involvement with the medical system, coping strategies, and hopes, fears, and expectations. Almost all part…