Gerard Gormley
Biographic Data
| ID | 4609426 |
|---|---|
| NAME | Gerard Gormley |
| GIVEN NAMES | Gerard |
| FAMILY NAME | Gormley |
| SIGNATURE | GORMLEY G |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0002-1701-7920 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
When I say … Simulated ‘patients’
‘We're running some ‘breaking bad news’ simulations and would like to ‘use’ some simulated patients?’ At first glance, this seems an innocuous request from a simulation-based educator. Yet embedded in this phrasing is a troubling assumption: That simulated ‘patients’ are resources, to be ‘used’ like equipment.1-4 This language reflects a broader tendency to objectify simulated ‘patients’, overlooking the emotional labour, vulnerability and indivi…
‘Dancing with emotions’
‘Overcoming and owning challenges’
SimLab
Research highlights the potential of interprofessional in-situ simulation (ISS); however it is often limited by individualistic outcome measures. Using an activity theoretical design, this research aimed to develop, implement and analyse an ISS programme intended to promote expansive learning and organisational change for paediatric emergencies in general practice. An interprofessional team participated in an adapted Change Laboratory interventio…
Striking fear into students’ hearts
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…
“We lie about what we do. We lie to our students about what they're going to do”
In Health Professions Education, students' and their educators’ work in the 21st century is geared towards demonstrating “competence” in order to gain certification or licensure to practice. Drawing on two complementary Institutional Ethnographic studies, we explicate the dominance of standardization through text-mediated epistemologies or ways of knowing, for student doctors and student paramedics. We examine different lines of fault where the a…
When I say … simulation
Making the 'familiar unfamiliar' @DrGerryG & @MurphingtonPost unpack the term simulation based education in a manner that offers important pedological insights
Harnessing insights from an activity system – OSCEs past and present expanding future assessments
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 …
Into the uncanny valley
Adding to the Cross‐cutting edge series, Johnston et al. introduce readers to the postmodern concept of the simulacrum and explore its relevance to the growing field of simulation education
Improving adherence to multiple medications in older people in primary care
BACKGROUND: Medication adherence is vital to ensuring optimal patient outcomes, particularly amongst multimorbid older people prescribed multiple medications. Interventions targeting adherence often lack a theoretical underpinning and this may impact on effectiveness. The theoretical domains framework (TDF) of behaviour can aid intervention development by systematically identifying key determinants of medication adherence. OBJECTIVES: This study …
Institutional ethnography
A patient perspective of pharmacist prescribing
BACKGROUND: The drive for non-medical prescribing has progressed quickly since the late 1990s and involves a range of healthcare professionals including pharmacists. As part of a commissioned research project, this qualitative element of a larger case study focused on the views of patients of pharmacist prescribers. OBJECTIVE: The aim of this study was to explore patients' perspectives of pharmacists as prescribers. METHODS: Three pharmacists wor…
Institutional ethnography
SimLab
Research highlights the potential of interprofessional in-situ simulation (ISS); however it is often limited by individualistic outcome measures. Using an activity theoretical design, this research aimed to develop, implement and analyse an ISS programme intended to promote expansive learning and organisational change for paediatric emergencies in general practice. An interprofessional team participated in an adapted Change Laboratory interventio…
A patient perspective of pharmacist prescribing
BACKGROUND: The drive for non-medical prescribing has progressed quickly since the late 1990s and involves a range of healthcare professionals including pharmacists. As part of a commissioned research project, this qualitative element of a larger case study focused on the views of patients of pharmacist prescribers. OBJECTIVE: The aim of this study was to explore patients' perspectives of pharmacists as prescribers. METHODS: Three pharmacists wor…
Improving adherence to multiple medications in older people in primary care
BACKGROUND: Medication adherence is vital to ensuring optimal patient outcomes, particularly amongst multimorbid older people prescribed multiple medications. Interventions targeting adherence often lack a theoretical underpinning and this may impact on effectiveness. The theoretical domains framework (TDF) of behaviour can aid intervention development by systematically identifying key determinants of medication adherence. OBJECTIVES: This study …
Institutional ethnography
Into the uncanny valley
Adding to the Cross‐cutting edge series, Johnston et al. introduce readers to the postmodern concept of the simulacrum and explore its relevance to the growing field of simulation education
Harnessing insights from an activity system – OSCEs past and present expanding future assessments
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 …
When I say … simulation
Making the 'familiar unfamiliar' @DrGerryG & @MurphingtonPost unpack the term simulation based education in a manner that offers important pedological insights
Striking fear into students’ hearts
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…
“We lie about what we do. We lie to our students about what they're going to do”
In Health Professions Education, students' and their educators’ work in the 21st century is geared towards demonstrating “competence” in order to gain certification or licensure to practice. Drawing on two complementary Institutional Ethnographic studies, we explicate the dominance of standardization through text-mediated epistemologies or ways of knowing, for student doctors and student paramedics. We examine different lines of fault where the a…
‘Dancing with emotions’
‘Overcoming and owning challenges’
SimLab
Research highlights the potential of interprofessional in-situ simulation (ISS); however it is often limited by individualistic outcome measures. Using an activity theoretical design, this research aimed to develop, implement and analyse an ISS programme intended to promote expansive learning and organisational change for paediatric emergencies in general practice. An interprofessional team participated in an adapted Change Laboratory interventio…
When I say … Simulated ‘patients’
‘We're running some ‘breaking bad news’ simulations and would like to ‘use’ some simulated patients?’ At first glance, this seems an innocuous request from a simulation-based educator. Yet embedded in this phrasing is a troubling assumption: That simulated ‘patients’ are resources, to be ‘used’ like equipment.1-4 This language reflects a broader tendency to objectify simulated ‘patients’, overlooking the emotional labour, vulnerability and indivi…
Psychology (9 works) · Medicine (7 works) · Simulation-Based Education in Healthcare (7 works) · Innovations in Medical Education (6 works) · Computer Science (4 works) · Health care (4 works) · Medical education (4 works) · Political science (4 works) · Sociology (4 works) · Clinical Reasoning and Diagnostic Skills (3 works)