Selected Publications

  • Hyde C, Yardley S, Lefroy J, Gay S, McKinley RK. 2020. Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice. Adv Health Sci Educ Theory Pract, 845-875, vol. 25(4). link> doi> full text>
  • Yardley S, Kinston R, Lefroy J, Gay S, McKinley RK. 2020. 'What do we do, doctor?' Transitions of identity and responsibility: a narrative analysis. Adv Health Sci Educ Theory Pract, 825-843, vol. 25(4). link> doi> full text>
  • 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, 1353-1362, vol. 32(8). 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, 459-464, vol. 6(4). link> doi> full text>

Full Publications Listshow

Journal Articles

  • Hyde C, Yardley S, Lefroy J, Gay S, McKinley RK. 2020. Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice. Adv Health Sci Educ Theory Pract, 845-875, vol. 25(4). link> doi> full text>
  • Yardley S, Kinston R, Lefroy J, Gay S, McKinley RK. 2020. 'What do we do, doctor?' Transitions of identity and responsibility: a narrative analysis. Adv Health Sci Educ Theory Pract, 825-843, vol. 25(4). link> doi> full text>
  • 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, 1353-1362, vol. 32(8). 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, 459-464, vol. 6(4). link> doi> full text>
  • 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, 436-443, vol. 24(6). link> doi>
  • 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, 568-577, vol. 32(5). 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, 344-346, vol. 49(4). 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, 23, vol. 16. 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, 1029, vol. 48(10). 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, A30, vol. 4 Suppl 1. 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, A37, vol. 4 Suppl 1. link> doi>
  • Yardley S. 2014. Lost in translation: why medical education research must embrace 'real-world' complexities. Med Educ, 225-227, vol. 48(3). link> doi>
  • Yardley S. 2014. Sense made common: how to add value to early experience. Clin Teach, 5-9, vol. 11(1). 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, 102-113, vol. 24(1). 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, 87, vol. 2. link> doi>
  • Yardley S, Irvine AW, Lefroy J. 2013. Minding the gap between communication skills simulation and authentic experience. Med Educ, 495-510, vol. 47(5). 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, 109-119, vol. 47(1). 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, 106-113, vol. 3(1). 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, 873-891, vol. 18(5). 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, e1011-e1019, vol. 35(3). link> doi>
  • Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: AMEE Guide No. 63. Med Teach, e102-e115, vol. 34(2). link> doi>
  • Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: transforming theory into practice. Med Teach, 161-164, vol. 34(2). link> doi>
  • Yardley S and Dornan T. 2012. Kirkpatrick's levels and education 'evidence'. Med Educ, 97-106, vol. 46(1). link> doi>
  • Yardley S. 2011. Death is not the only harm: psychological fidelity in simulation. MEDICAL EDUCATION, 1062, vol. 45(10). 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, 740-746, vol. 32(9). 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, 266-271, vol. 15(6). 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, 601-607, vol. 23(7). 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 (pp. 78-79, vol. 53). link>