Sarah Yardley

Title: NIHR Clinical Lecturer in Medical Education Research
Phone: 01782 733966
Email: s.yardley@hfac.keele.ac.uk
Location: Room 1.51 Primary Care and Health Sciences, Keele University
Role:
Contacting me: Email

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

Sarah Yardley, Tim Dornan

Kirkpatrick’s levels and education ‘evidence’

Medical Education 2012; 46: 97-106.

 

Sarah Yardley, Sonia Littlewood, Steven Margolis, Albert Scherpbier, John Spencer, Valmae Ypinazar, Tim Dornan

What has changed in the evidence for early experience? Update of a BEME systematic review

Medical Teacher  2010; 32: 740-746.

 

Iain Yardley, Sarah Yardley, Albert Wu

How to discuss errors and adverse events with cancer patients

Current Oncology Reports 2010; 12: 253-260.

 

Sarah Yardley, Catherine Walshe, Alison Parr

Improving training in spiritual care: a qualitative study exploring patient perceptions of professional educational requirements

Palliative Medicine 23; 601-7.

 

Sarah Yardley, Jan Codling, Dai Roberts, Valerie O’Donnell, Sue Taylor

Experiences of 24-hour advice line services: A framework for good practice and meeting NICE guidelines

International Journal of Palliative Nursing 2009; 15: 266–71

 

Sarah Yardley, Carol Davis, Frances Sheldon

Receiving a Diagnosis of Lung Cancer: Patient Interpretations, Perceptions and Perspectives

Palliative Medicine 2001; 15: 379-386

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>
  • 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>
  • 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. 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>

Member of ASME Education Research Group

Secretary of Keele Education Research Group

Member of APM Education Group

 

Educational Interests:

Palliative Medicine

Medical Ethics

Qualitative Research including methodology

Action Research