Selected Publications

  • Yardley I, Yardley S, Williams H, Carson-Stevens A, Donaldson LJ. 2018. Patient safety in palliative care: A mixed-methods study of reports to a national database of serious incidents. Palliat Med, vol. 32(8), 1353-1362. link> doi>
  • Twigger S and Yardley S. 2016. Hospital doctors' understanding of use and withdrawal of the Liverpool Care Pathway: A qualitative study of practice-based experiences during times of change. Palliative Medicine. doi> link>
  • Spalding J and Yardley S. 2016. 'The nice thing about doctors is that you can sometimes get a day off school': an action research study to bring lived experiences from children, parents and hospice staff into medical students' preparation for practice. BMJ Support Palliat Care, vol. 6(4), 459-464. link> doi> full text>
  • McLachlan S, Mansell G, Sanders T, Yardley S, van der Windt D, Brindle L, Chew-Graham C, Little P. 2015. Symptom perceptions and help-seeking behaviour prior to lung and colorectal cancer diagnoses: a qualitative study. Fam Pract, vol. 32(5), 568-577. link> doi> full text>
  • Yardley S. 2015. Preparing to prescribe: How do clerkship students learn in the midst of complexity?. Advances in Health Sciences Education. doi> link>

Full Publications List show

Journal Articles

  • Yardley I, Yardley S, Williams H, Carson-Stevens A, Donaldson LJ. 2018. Patient safety in palliative care: A mixed-methods study of reports to a national database of serious incidents. Palliat Med, vol. 32(8), 1353-1362. link> doi>
  • Twigger S and Yardley S. 2016. Hospital doctors' understanding of use and withdrawal of the Liverpool Care Pathway: A qualitative study of practice-based experiences during times of change. Palliative Medicine. doi> link>
  • Spalding J and Yardley S. 2016. 'The nice thing about doctors is that you can sometimes get a day off school': an action research study to bring lived experiences from children, parents and hospice staff into medical students' preparation for practice. BMJ Support Palliat Care, vol. 6(4), 459-464. link> doi> full text>
  • McLachlan S, Mansell G, Sanders T, Yardley S, van der Windt D, Brindle L, Chew-Graham C, Little P. 2015. Symptom perceptions and help-seeking behaviour prior to lung and colorectal cancer diagnoses: a qualitative study. Fam Pract, vol. 32(5), 568-577. link> doi> full text>
  • Yardley S. 2015. Preparing to prescribe: How do clerkship students learn in the midst of complexity?. Advances in Health Sciences Education. doi> link>
  • Lefroy J and Yardley S. 2015. Embracing complexity theory can clarify best practice frameworks for simulation education. Med Educ, vol. 49(4), 344-346. link> doi> full text>
  • Yardley S, Cottrell E, Rees E, Protheroe J. 2015. Modelling successful primary care for multimorbidity: a realist synthesis of successes and failures in concurrent learning and healthcare delivery. BMC Fam Pract, vol. 16, 23. link> doi> full text>
  • Cottrell E and Yardley S. 2015. Lived experiences of multimorbidity: An interpretative meta-synthesis of patients', general practitioners' and trainees' perceptions. Chronic illness. doi> full text>
  • Kelly M, Dornan T, Yardley S. 2014. New opportunities in health care education evidence synthesis. Med Educ, vol. 48(10), 1029. link> doi>
  • Spalding J and Yardley S. 2014. How can children using hospice services contribute to undergraduate medical education? An action research project. BMJ Support Palliat Care, vol. 4 Suppl 1, A30. link> doi>
  • Yardley S. 2014. Lost in translation: why medical education research must embrace 'real-world' complexities. Med Educ, vol. 48(3), 225-227. link> doi>
  • Edge H and Yardley S. 2014. No such thing as bad publicity? Qualitative study of students and doctors learning needs for end-of-life care in the media limelight. BMJ Support Palliat Care, vol. 4 Suppl 1, A37. link> doi>
  • Yardley S. 2014. Sense made common: how to add value to early experience. Clin Teach, vol. 11(1), 5-9. link> doi>
  • Yardley SJ, Watts KM, Pearson J, Richardson JC. 2014. Ethical issues in the reuse of qualitative data: perspectives from literature, practice, and participants. Qual Health Res, vol. 24(1), 102-113. link> doi>
  • Yardley S, Cottrell E, Protheroe J. 2013. Understanding success and failure in multimorbidity: protocol for using realist synthesis to identify how social learning and workplace practices can be optimised. Syst Rev, vol. 2, 87. link> doi>
  • Yardley S, Hookey C, Lefroy J. 2013. Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry. Educ Prim Care, vol. 24(6), 436-443. link> doi>
  • 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> full text>
  • 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. 2013. Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces. Adv Health Sci Educ Theory Pract, vol. 18(5), 873-891. link> doi>
  • 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 SJ, Codling J, Roberts D, O Donnell V, Taylor S. 2009. Experiences of 24-hour advice line services: a framework for good practice and meeting NICE guidelines. Int J Palliat Nurs, vol. 15(6), 266-271. link> doi>
  • Yardley S. 2013. Interpreting educational evidence for practice: are autopsies a missed educational opportunity to learn core palliative care principles?. BMJ Support Palliat Care, vol. 3(1), 106-113. link> doi>
  • Yardley S. Interpreting educational evidence for practice: are autopsies a missed educational opportunity to learn core palliative care principles?.

Other

  • Parida SS, Paskins Z, Yardley S. 2014. WHAT ARE THE CHARACTERISTICS OF MUSCULOSKELETAL PRIMARY CARE CONSULTATIONS IN PATIENTS AGED 45 AND OVER?. RHEUMATOLOGY (vol. 53, pp. 78-79). link>