Sharon Markless
Biographic Data
| ID | 7721752 |
|---|---|
| NAME | Sharon Markless |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Markless |
| SIGNATURE | MARKLESS S |
| AFFILIATIONS | King's College London |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Training antenatal care providers to deliver brief problem-solving therapy in rural Ethiopia
Background Task-sharing is the redistribution of tasks usually performed by specialists, to staff with less training and fewer qualifications. Despite the established clinical efficacy of task-shared brief psychological interventions in low and middle-income countries, training and supervision models are infrequently reported and rarely evaluated. Methods From the interpretive paradigm, we conducted a developmental evaluation of training, supervi…
Stepping into the role of a doctor
Simulation provides an environment in which students can work beyond their competence. Thus even junior medical students can 'step into the role of a doctor'; to explore and gain more insight into their future role. Role-playing as doctor in a simulated environment has shown to be of value for final-year students, but this has not been studied with third-year students, who may struggle to be active participants in the clinical environment. This r…
No prominent works on this page.
Training antenatal care providers to deliver brief problem-solving therapy in rural Ethiopia
Background Task-sharing is the redistribution of tasks usually performed by specialists, to staff with less training and fewer qualifications. Despite the established clinical efficacy of task-shared brief psychological interventions in low and middle-income countries, training and supervision models are infrequently reported and rarely evaluated. Methods From the interpretive paradigm, we conducted a developmental evaluation of training, supervi…
Stepping into the role of a doctor
Simulation provides an environment in which students can work beyond their competence. Thus even junior medical students can 'step into the role of a doctor'; to explore and gain more insight into their future role. Role-playing as doctor in a simulated environment has shown to be of value for final-year students, but this has not been studied with third-year students, who may struggle to be active participants in the clinical environment. This r…
Interprofessional Education and Collaboration (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Competence (human resources (1 works) · Family and Disability Support Research (1 works) · Feeling (1 works) · Focus group (1 works) · Geography (1 works) · Global Maternal and Child Health (1 works)