Bridget C OʼBrien

Biographic Data

ID7721213
NAMEBridget C OʼBrien
GIVEN NAMESBridget C
FAMILY NAMEOʼBrien
SIGNATUREOʼBRIEN B C
AFFILIATIONSUniversity of California, San Francisco
ORCID0000-0001-9591-5243
VERIFIEDYes
TOTAL WORKS37
TOTAL CITATIONS0
AUTHOR COUNT37
EDITOR COUNT0
FIRST PUBLICATION YEAR2009
LATEST PUBLICATION YEAR2026
H-INDEX0

  • How supervisors leverage stress to facilitate trainee learning in clinical settings

    Open AccessJimmy Beck, Kimberly O'Hara et al.ARTICLEMedical Education2026

  • Qualitative research interviews for health professions education

    Renate Kahlke, Bridget C OʼBrien et al.ARTICLEMedical Teacher2026

    Research interviews are widely used in qualitative health professions education (HPE) research. However, producing rich interview data that address a researcher's aims is no easy feat. Based on methodological guidance from multiple disciplines and our own experience as qualitative researchers, educators, and mentors in HPE, this AMEE guide discusses the purpose of and approach to qualitative research interviews and provides comprehensive guidance…

  • The illusion of academic freedom and the promise of the undercommons

    Open AccessZareen Zaidi, Bridget C OʼBrien et al.ARTICLEMedical Education2026

    What if academic freedom was never truly free? This Commentary explores how the undercommons offers a radical reimagining of intellectual liberation beyond institutional constraints. #MedEd

  • Can Stress Be Good for Learning? Pediatric Resident Perspectives on the Beneficial Influence of Stress on Learning and the Role of the Supervisor

    Jimmy Beck, Kimberly O’Hara et al.ARTICLEAcademic Medicine2025

  • Building on Strengths

    Open AccessAnna Cianciolo, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2024

    Although U.S. medical education has continued to place increased emphasis on defining competency standards and ensuring accountability to the public, health care inequities have persisted, several basic health outcomes have worsened, public trust in the health care system has eroded, and moral distress, burnout, and attrition among practicing physicians have escalated. These opposing trends beg the question of how the “good doctor” concept may be…

  • Is There a Problem With Evidence in Health Professions Education

    Open AccessRachel Ellaway, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2024

    What constitutes evidence, what value evidence has, and how the needs of knowledge producers and those who consume this knowledge might be better aligned are questions that continue to challenge the health sciences. In health professions education (HPE), debates on these questions have ebbed and flowed with little sense of resolution or progress. In this article, the authors explore whether there is a problem with evidence in HPE using thought ex…

  • The Contributions of Rime in Furthering Medical Education Scholarship

    Open AccessLaura Weiss Roberts, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2024

    Editor’s note: The opinions expressed in this editorial do not necessarily reflect the opinions of the AAMC or its members. This issue of Academic Medicine is devoted to an exciting set of research reports, reviews, and commentaries selected for publication from more than 60 submissions as part of our ongoing collaboration with the Research In Medical Education (RIME) program.1–17 The topics are wide-ranging—experiences of moral distress among tr…

  • How Teachers Can Promote Assessment for Learning During All Phases of Learning

    Open AccessChristy Boscardin, Dana Larsen et al.ARTICLEAcademic Medicine2024

    Assessment for Learning (AFL) includes all educational activities designed to improve teaching and learning through gathering, sharing, and acting on information. AFL expands on the concept of formative assessment—which focuses mainly on an in-the-moment assessment activity—to include all processes that facilitate teachers and learners actively seeking and interpreting evidence to guide learning. AFL involves teachers and learners as partners and…

  • Development of Health Professions Education Competencies for a National Fellowship Program

    Open AccessAlexandra B Caloudas, Sylvia J Hysong et al.ARTICLEAcademic Medicine2024

    Health professions educators need knowledge, skills, and attitudes to provide high-quality education within dynamic clinical learning environments. Although postgraduate training opportunities in health professions education (HPE) have increased significantly, no shared competencies exist across the field. This article describes the systematic development of postgraduate HPE competencies for the Health Professions Education, Evaluation, and Resea…

  • Researching lived experience in health professional education

    Open AccessRola Ajjawi, Margaret Bearman et al.ARTICLEMedical Education2024

  • Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design

    Tracy B Fulton, L James Nixon et al.ARTICLEMedical Teacher2024

    PURPOSE: Collaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact …

  • Learning Together

    Open AccessLindsey Haddock, Lindsey M Haddock et al.ARTICLEAcademic Medicine2023

  • Academic Olympism and Authorship

    Open AccessBridget C OʼBrien, Bridget C O’Brien et al.ARTICLEAcademic Medicine2022

    On August 1, 2021, the world witnessed an act of true collegiality as 2 athletes, Mutaz Essa Barshim and Gianmarco Tamberi, shared the podium for the gold medal in the high jump at the 2020 summer Olympic games. 1 When the 2 longtime friends and rivals reached the limit of their performance at the same height, an official proposed a jump-off to break the tie. Barshim asked if 2 gold medals were an option and the official promptly replied, “It’s p…

  • Beyond Checking Boxes

    Lauren B Phinney, Angelina Fluet et al.ARTICLEAcademic Medicine2022

    PURPOSE: To understand the role of a workplace-based assessment (WBA) tool in facilitating feedback for medical students, this study explored changes and tensions in a clerkship feedback activity system through the lens of cultural historical activity theory (CHAT) over 2 years of tool implementation. METHOD: This qualitative study uses CHAT to explore WBA use in core clerkships by identifying feedback activity system elements (e.g., community, t…

  • “Finding My Piece in That Puzzle”

    Andrea N Leep-Hunderfund, Andrea N Leep Hunderfund et al.ARTICLEAcademic Medicine2022

    PURPOSE: Health systems science (HSS) curricula equip future physicians to improve patient, population, and health systems outcomes (i.e., to become "systems citizens"), but the degree to which medical students internalize this conception of the physician role remains unclear. This study aimed to explore how students envision their future professional identity in relation to the system and identify experiences relevant to this aspect of identity …

  • Autonomy and developing physicians

    Open AccessAdam P Sawatsky, Bridget C OʼBrien et al.ARTICLEMedical Education2022

    In this article, we address the question, ‘What is the role of autonomy in physician development?’ Medical education is a developmental process, and autonomy plays a motivational role in physician development. Calls for increased supervision of residents have raised concerns that the resulting decreased autonomy might interfere with resident development, leading the authors to explore the relationship between supervision and autonomy. The medical…

  • I , we and they

    Open AccessAbigail Konopasky, Bridget C OʼBrien et al.ARTICLEMedical Education2022

  • Selecting Instruments for Measuring the Clinical Learning Environment of Medical Education

    David M Irby, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2021

    Learning environments shape the experiences of learners and practitioners, making them an important component of program evaluation. However, educators find it challenging to decide whether to measure clinical learning environments with existing instruments or to design their own new instrument and, if using an existing instrument, which to choose. To assist educators with these decisions, the authors compared clinical learning environment instru…

  • Using Activity Theory to Explore How Changes in a Work-Based Assessment Tool Can Alter Feedback Systems in Clerkships

    Lauren B Phinney, Angelina Fluet et al.ARTICLEAcademic Medicine2021

    To address medical students’ need for actionable feedback, institutions have designed and implemented work-based assessment (WBA) tools for formative assessment of students’ clinical performance. 1 However, WBA tools are often misused or underused due to poor user buy-in, misconception of purpose, and inadequate user training. 2 Improving use of WBA tools requires understanding of their role within the system in which they are situated. Cultural …

  • The applicability of generalisability and bias to health professions education's research

    Open AccessLara Varpio, Bridget C OʼBrien et al.ARTICLEMedical Education2021

  • When I say…attitude

    Open AccessGustavo Valbuena, Marieke van der Schaaf et al.ARTICLEMedical Education2021

    Valbuena et al. use social psychology to refine conceptualizations of “attitude” and argue that attitudes influence our attention and processing of information, thereby ultimately impacting our behaviors

  • Exploring how physician educators approach politically charged topics with learners

    Open AccessZareen Zaidi, Rita Henderson et al.ARTICLEMedical Education2021

  • Pause, Persist, Pivot

    Bridget C OʼBrien, Bridget C O’Brien et al.ARTICLEAcademic Medicine2020

    When extreme events occur, some research becomes a clear priority, but what becomes of all other research? Does it stop indefinitely, or can it be paused with plans to resume, persist with modifications, or pivot to address new priorities? Facing this dilemma and witnessing it among their fellow health professions education researchers, the authors recognized a need for guidance. This Invited Commentary presents a framework, organized as key ques…

  • Rime Foreword

    Young-Shin Park, Zareen Zaidi et al.ARTICLEAcademic Medicine2020

    What constitutes science in educational research? This question is not as straightforward to answer given the diversity of disciplines represented in health professions education.1 As researchers, we engage in scientific study to advance our field; we are also an applied field, with goals to produce knowledge that can translate into practice and change. Our field has roots in multiple disciplines, including education, psychology, sociology, biome…

  • On the Use and Value of Reporting Guidelines in Health Professions Education Research

    Bridget C OʼBrien, Colin P West et al.ARTICLEAcademic Medicine2020

    Conversations about the use and value of reporting guidelines in research publications often elicit polarized views. Such views signal a need for more information and thoughtful consideration. As an example from our own field of health professions education, the editors’ panel discussion at the 2019 meeting of the Association for Medical Education in Europe in Vienna, Austria, entitled Controversies and Challenges in Publishing Health Professions…