Patsy Stark

Summary

Affiliation: University of Sheffield
Country: UK

Publications

  1. ncbi request reprint Tomorrow's doctors: much quoted; but has it been fully implemented?
    Patsy Stark
    Department of Medical Education, Coleridge House, North General Hospital, Sheffield, UK
    Med Educ 36:212-3. 2002
  2. ncbi request reprint Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachers
    Patsy Stark
    Department of Medical Education, University of Sheffield, UK
    Med Educ 37:975-82. 2003
  3. ncbi request reprint Teaching clinical skills in developing countries: are clinical skills centres the answer?
    Patsy Stark
    Department of Medical Education, University of Sheffield, UK
    Educ Health (Abingdon) 16:298-306. 2003
  4. ncbi request reprint Discovering professionalism through guided reflection
    Patsy Stark
    Northern General Hospital, Sheffield, UK
    Med Teach 28:e25-31. 2006
  5. ncbi request reprint Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on assessable key tasks
    Patsy Stark
    Academic Unit of Medical Education, University of Sheffield, Coleridge House, Northern General Hospital, Sheffield S5 7AU, UK
    Med Teach 27:720-5. 2005
  6. ncbi request reprint Developing an education and assessment framework for the Foundation Programme
    Jonathan Beard
    South Yorkshire and South Humber Deanery, Sheffield, UK
    Med Educ 39:841-51. 2005
  7. ncbi request reprint Developing an outcome-focused core curriculum
    David Newble
    Academic Unit of Medical Education, The University of Sheffield, Sheffield S5 7AU, UK
    Med Educ 39:680-7. 2005
  8. doi request reprint Lessons from medical students' perceptions of learning reflective skills: a multi-institutional study
    Pirashanthie Vivekananda-Schmidt
    University of Sheffield, UK
    Med Teach 33:846-50. 2011
  9. ncbi request reprint Learning for real life: patient-focused interprofessional workshops offer added value
    Sue Kilminster
    Medical Education Unit, School of Medicine, University of Leeds, Leeds, UK
    Med Educ 38:717-26. 2004
  10. ncbi request reprint Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on purpose
    Deborah Murdoch-Eaton
    Medical Education Unit, School of Medicine, University of Leeds, UK
    Med Teach 26:33-8. 2004

Detail Information

Publications10

  1. ncbi request reprint Tomorrow's doctors: much quoted; but has it been fully implemented?
    Patsy Stark
    Department of Medical Education, Coleridge House, North General Hospital, Sheffield, UK
    Med Educ 36:212-3. 2002
  2. ncbi request reprint Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachers
    Patsy Stark
    Department of Medical Education, University of Sheffield, UK
    Med Educ 37:975-82. 2003
    ..To describe the perceptions of medical students and clinical teachers of teaching and learning in the clinical setting...
  3. ncbi request reprint Teaching clinical skills in developing countries: are clinical skills centres the answer?
    Patsy Stark
    Department of Medical Education, University of Sheffield, UK
    Educ Health (Abingdon) 16:298-306. 2003
    ..The moves towards interprofessional education make joint learning in a"neutral" setting, like a Clinical Skills Centre, appear particularly attractive...
  4. ncbi request reprint Discovering professionalism through guided reflection
    Patsy Stark
    Northern General Hospital, Sheffield, UK
    Med Teach 28:e25-31. 2006
    ..Critical incidents are a valid and feasible method for assessing students' reflections on professionalism, with good educational impact...
  5. ncbi request reprint Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on assessable key tasks
    Patsy Stark
    Academic Unit of Medical Education, University of Sheffield, Coleridge House, Northern General Hospital, Sheffield S5 7AU, UK
    Med Teach 27:720-5. 2005
    ..The potential role of portfolios in maximizing student learning from SSCs is discussed, and future areas for development identified...
  6. ncbi request reprint Developing an education and assessment framework for the Foundation Programme
    Jonathan Beard
    South Yorkshire and South Humber Deanery, Sheffield, UK
    Med Educ 39:841-51. 2005
    ..To develop an education and assessment framework for the second year of the Foundation Programme (F2)...
  7. ncbi request reprint Developing an outcome-focused core curriculum
    David Newble
    Academic Unit of Medical Education, The University of Sheffield, Sheffield S5 7AU, UK
    Med Educ 39:680-7. 2005
    ..In particular, efforts have been focused on increasing integration and reducing factual overload through the definition of a core curriculum. Various approaches to curriculum change have been adopted in an attempt to meet such demands...
  8. doi request reprint Lessons from medical students' perceptions of learning reflective skills: a multi-institutional study
    Pirashanthie Vivekananda-Schmidt
    University of Sheffield, UK
    Med Teach 33:846-50. 2011
    ..Bridging this gap may provide insight into how reflective learning within the curriculum can be better developed to increase engagement from learners...
  9. ncbi request reprint Learning for real life: patient-focused interprofessional workshops offer added value
    Sue Kilminster
    Medical Education Unit, School of Medicine, University of Leeds, Leeds, UK
    Med Educ 38:717-26. 2004
    ..Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes?..
  10. ncbi request reprint Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on purpose
    Deborah Murdoch-Eaton
    Medical Education Unit, School of Medicine, University of Leeds, UK
    Med Teach 26:33-8. 2004
    ..This work will now be the starting point for further work on producing recommendations for assessment of SSCs, which will be applicable across different medical schools...