Dr Sarah Yardley

Title: NIHR Academic Clinical Lecturer in Medical Education Research
Phone: +44 (0) 1782 733966
Email:
Location: DJW 1.51
Role: As above
Contacting me: Via Email
Sarah Yardley

My current appointment is a NIHR Clinical Lectureship. Within this I work as a Palliative Medicine clinician and Educational researcher. I also undertake teaching activities in both these roles. My PhD thesis used socio-cultural theories and empirical data to clarify the consequences of social interactions for student meaning-making and knowledge construction. I received ASME’s New Researcher Award in 2010. I am currently undertaking a realist synthesis (literature review) which seeks to understand how ‘success’ and ‘failure’ are conceptualised in the context of multimorbidity from multiple perspectives including qualified General Practitioners, medical students and doctors-in-training, patients and the public. This will identify what is known about optimal workplace practices for concurrent medical education and health service delivery and inform further research to guide improvements.

Outline of research interests and expertise

  • Qualitative research covering a broad range of methodologies within a constructionist epistemology including thematic, discourse, and phenomenological approaches
  • Methods including focus groups, discussion groups, interviews and ethnographic field work incorporating multiple participant perspectives
  • Negotiation of workplace education and healthcare service delivery within specific contexts
  • Multimorbidity, chronic illness and working with patients to deliver personalised appropriate care
  • Real world’ social processes and interactions which influence healthcare education and service delivery
  • Action research and realist synthesis
  • Socio-cultural perspectives on education and clinical practice (Vygotskian tradition)
  • Bi-directional use of theoretical constructs and empirical data in medical education research
  • Working to understand what happens in ‘gaps’ between educational theory and educational practice, and/or educational theory and clinical practice
  • Workplace-based learning from ‘real’ patients including issues of risk and responsibility

Production of peer reviewed papers from doctoral thesis (Understanding authentic early experience in medical education)

Development of an Action Research Programme for education and health service delivery with respect to multimorbidity

Research in Medical Education: capacity building through medical support

ESRC Transitions seminar series participant

Research student supervision and mentoring

Selected Publications

  • Yardley S, Irvine AW, Lefroy J. 2013. Minding the gap between communication skills simulation and authentic experience. Med Educ, vol. 47(5), 495-510. link> doi>
  • Yardley S, Brosnan C, Richardson J. 2013. The consequences of authentic early experience for medical students: creation of mētis. Med Educ, vol. 47(1), 109-119. link> doi>
  • Yardley S, Brosnan C, Richardson J, Hays R. 2012. Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces. Adv Health Sci Educ Theory Pract. link> doi> full text>
  • Yardley S, Brosnan C, Richardson J. 2013. Sharing methodology: a worked example of theoretical integration with qualitative data to clarify practical understanding of learning and generate new theoretical development. Med Teach, vol. 35(3), e1011-e1019. link> doi>
  • Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: AMEE Guide No. 63. Med Teach, vol. 34(2), e102-e115. link> doi>

Full Publications List show

Journal Articles

  • Yardley S, Irvine AW, Lefroy J. 2013. Minding the gap between communication skills simulation and authentic experience. Med Educ, vol. 47(5), 495-510. link> doi>
  • Yardley S, Brosnan C, Richardson J. 2013. The consequences of authentic early experience for medical students: creation of mētis. Med Educ, vol. 47(1), 109-119. link> doi>
  • Yardley S, Brosnan C, Richardson J, Hays R. 2012. Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces. Adv Health Sci Educ Theory Pract. link> doi> full text>
  • Yardley S, Brosnan C, Richardson J. 2013. Sharing methodology: a worked example of theoretical integration with qualitative data to clarify practical understanding of learning and generate new theoretical development. Med Teach, vol. 35(3), e1011-e1019. link> doi>
  • Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: AMEE Guide No. 63. Med Teach, vol. 34(2), e102-e115. link> doi>
  • Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: transforming theory into practice. Med Teach, vol. 34(2), 161-164. link> doi>
  • Yardley S and Dornan T. 2012. Kirkpatrick's levels and education 'evidence'. Med Educ, vol. 46(1), 97-106. link> doi>
  • Yardley S. 2011. Death is not the only harm: psychological fidelity in simulation. MEDICAL EDUCATION, vol. 45(10), 1062. link> doi>
  • Yardley S, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V, Dornan T. 2010. What has changed in the evidence for early experience? Update of a BEME systematic review. Med Teach, vol. 32(9), 740-746. link> doi>
  • Yardley SJ, Walshe CE, Parr A. 2009. Improving training in spiritual care: a qualitative study exploring patient perceptions of professional educational requirements. PALLIATIVE MEDICINE, vol. 23(7), 601-607. link> doi>
  • Yardley S. Interpreting educational evidence for practice: are autopsies a missed educational opportunity to learn core palliative care principles?.

Palliative Medicine

Medical Ethics

Qualitative Research including methodology

Action Research

Member of ASME Education Research Group

Secretary of Keele Education Research Group

Member of APM Education Group