Patricia S O'Sullivan

Summary

Affiliation: University of California
Country: USA

Publications

  1. ncbi request reprint Educational development program for residency program directors and coordinators
    Patricia S O'Sullivan
    Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, USA
    Teach Learn Med 18:142-9. 2006
  2. doi request reprint Becoming an academic doctor: perceptions of scholarly careers
    Patricia S O'Sullivan
    Office of Medical Education, School of Medicine, University of California San Francisco, San Francisco, California 94143 0410, USA
    Med Educ 43:335-41. 2009
  3. doi request reprint Collaborative research in medical education: a discussion of theory and practice
    Patricia S O'Sullivan
    Office of Medical Education and Department of Medicine, School of Medicine, University of California San Francisco, 521 ParnassusAvenue, San Francisco, CA 94143 0410, USA
    Med Educ 44:1175-84. 2010
  4. doi request reprint Reframing research on faculty development
    Patricia S O'Sullivan
    Department of Medicine, and director of educational research and faculty development, Office of Medical Education, UCSF School of Medicine, San Francisco, California 94143 0410, USA
    Acad Med 86:421-8. 2011
  5. doi request reprint Consequences within medical schools for students with poor performance on a medical school standardized patient comprehensive assessment
    Karen E Hauer
    Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California 94143 0131, USA
    Acad Med 84:663-8. 2009
  6. doi request reprint Development and pilot testing of a reflective learning guide for medical education
    Louise Aronson
    University of California, San Francisco, CA 94118, USA
    Med Teach 33:e515-21. 2011
  7. doi request reprint Developing an educator network: the effect of a teaching scholars program in the health professions on networking and productivity
    Anna S Moses
    Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas 72205, USA
    Teach Learn Med 21:175-9. 2009
  8. ncbi request reprint Student performance problems in medical school clinical skills assessments
    Karen E Hauer
    University of California, San Francisco, 533 Parnassus Ave, Box 0131, U137, San Francisco, CA 94143 0131, USA
    Acad Med 82:S69-72. 2007
  9. ncbi request reprint Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept
    Eva Aagaard
    Division of General Internal Medicine, Department of Medicine, University of California, San Francisco 94143 0410, USA
    Acad Med 79:42-9. 2004
  10. doi request reprint Perceptions of a mobile technology on learning strategies in the anatomy laboratory
    Chandler H Mayfield
    Office of Medical Education, University of California San Francisco School of Medicine, San Francisco, CA 94143 0410, USA
    Anat Sci Educ 6:81-9. 2013

Detail Information

Publications49

  1. ncbi request reprint Educational development program for residency program directors and coordinators
    Patricia S O'Sullivan
    Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, USA
    Teach Learn Med 18:142-9. 2006
    ..Residency program directors and program coordinators have increasing demands placed on them by accrediting agencies and require educational development specifically tailored to their needs...
  2. doi request reprint Becoming an academic doctor: perceptions of scholarly careers
    Patricia S O'Sullivan
    Office of Medical Education, School of Medicine, University of California San Francisco, San Francisco, California 94143 0410, USA
    Med Educ 43:335-41. 2009
    ..Despite a recognised need to prepare future faculty members, little research has been conducted on how best to accomplish this task, especially among learners and faculty members within research-intensive medical schools...
  3. doi request reprint Collaborative research in medical education: a discussion of theory and practice
    Patricia S O'Sullivan
    Office of Medical Education and Department of Medicine, School of Medicine, University of California San Francisco, 521 ParnassusAvenue, San Francisco, CA 94143 0410, USA
    Med Educ 44:1175-84. 2010
    ..Although not a systematic literature review, the paper provides a rich discussion of issues which medical education researchers might consider when undertaking collaborative studies...
  4. doi request reprint Reframing research on faculty development
    Patricia S O'Sullivan
    Department of Medicine, and director of educational research and faculty development, Office of Medical Education, UCSF School of Medicine, San Francisco, California 94143 0410, USA
    Acad Med 86:421-8. 2011
    ....
  5. doi request reprint Consequences within medical schools for students with poor performance on a medical school standardized patient comprehensive assessment
    Karen E Hauer
    Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California 94143 0131, USA
    Acad Med 84:663-8. 2009
    ..The consequences of poor performance on the assessment and the institutional factors associated with imposing consequences are unknown...
  6. doi request reprint Development and pilot testing of a reflective learning guide for medical education
    Louise Aronson
    University of California, San Francisco, CA 94118, USA
    Med Teach 33:e515-21. 2011
    ..Reflection is increasingly incorporated into all levels of medical education but little is known about best practices for teaching and learning reflection...
  7. doi request reprint Developing an educator network: the effect of a teaching scholars program in the health professions on networking and productivity
    Anna S Moses
    Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas 72205, USA
    Teach Learn Med 21:175-9. 2009
    ..Teaching Scholars Programs are designed to enhance productivity and faculty retention. The formation of an increased network may be a facilitative mechanism...
  8. ncbi request reprint Student performance problems in medical school clinical skills assessments
    Karen E Hauer
    University of California, San Francisco, 533 Parnassus Ave, Box 0131, U137, San Francisco, CA 94143 0131, USA
    Acad Med 82:S69-72. 2007
    ..Though most medical schools administer comprehensive clinical skills assessments to identify students who have not achieved competence, the types of problems uncovered by these exams have not been characterized...
  9. ncbi request reprint Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept
    Eva Aagaard
    Division of General Internal Medicine, Department of Medicine, University of California, San Francisco 94143 0410, USA
    Acad Med 79:42-9. 2004
    ....
  10. doi request reprint Perceptions of a mobile technology on learning strategies in the anatomy laboratory
    Chandler H Mayfield
    Office of Medical Education, University of California San Francisco School of Medicine, San Francisco, CA 94143 0410, USA
    Anat Sci Educ 6:81-9. 2013
    ..Groups clustered around the iPad a third of their time. We conclude that the iPad-manual aided learner engagement, achieved instructional objectives, and enhanced the effectiveness and efficiency of dissection education...
  11. doi request reprint A comparison of two methods of teaching reflective ability in Year 3 medical students
    Louise Aronson
    Division of Geriatrics, School of Medicine, University of California San Francisco UCSF, San Francisco, California 94118, USA
    Med Educ 46:807-14. 2012
    ....
  12. ncbi request reprint Approaches to medical student remediation after a comprehensive clinical skills examination
    Karen E Hauer
    Department of Medicine, University of California San Francisco, 533 Parnassus Avenue, San Francisco, CA 94143, USA
    Med Educ 42:104-12. 2008
    ..Most US medical schools conduct comprehensive clinical skills assessments during Years 3 and 4. This study explores strategies used to identify and remediate students who perform poorly on these assessments...
  13. doi request reprint Categorization of unprofessional behaviours identified during administration of and remediation after a comprehensive clinical performance examination using a validated professionalism framework
    Arianne Teherani
    University of California, San Francisco, CA 94143 3202, USA
    Med Teach 31:1007-12. 2009
    ..Comprehensive clinical performance examinations (CPXs) that are commonly employed to evaluate learners may provide an opportunity to identify unprofessional behaviours...
  14. doi request reprint Effect of the use of instructional anatomy videos on student performance
    Varun Saxena
    Department of Internal Medicine, School of Medicine, University of California San Francisco, 505 Parnassus Avenue, San Francisco, CA 94143 0119, USA
    Anat Sci Educ 1:159-65. 2008
    ..Video resource availability did not enhance student performance in anatomy and radiology. However, when analyzing performance for those whom we knew level of video use, there was a statistically different and higher anatomy achievement...
  15. doi request reprint Factors associated with medical students' career choices regarding internal medicine
    Karen E Hauer
    Department of Medicine, University of California, San Francisco, 533 Parnassus Ave, U137, Box 0131, San Francisco, CA 94143 0131, USA
    JAMA 300:1154-64. 2008
    ..The factors influencing current students' career choices regarding IM are unclear...
  16. doi request reprint Remediation techniques for student performance problems after a comprehensive clinical skills assessment
    Varun Saxena
    University of California, San Francisco, School of Medicine, San Francisco, California 94143 0131, USA
    Acad Med 84:669-76. 2009
    ..Little is known about techniques used to remedy students' skills deficits and their effectiveness. The authors identified remediation strategies used at U.S. medical schools and determined instructors' confidence in remediation...
  17. pmc Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment
    Marieke Kruidering-Hall
    Department of Cellular and Molecular Pharmacology, University of California, S 1210D, Box 0450, 513 Parnassus Avenue, San Francisco, CA 94143 0450, USA
    J Gen Intern Med 24:721-6. 2009
    ..Giving and receiving feedback are critical skills and should be taught early in the process of medical education, yet few studies discuss the effect of feedback curricula for first-year medical students...
  18. ncbi request reprint Demonstration of portfolios to assess competency of residents
    Patricia S O'Sullivan
    Office of Educational Development, University of Arkansas for Medical Sciences, 4301 W Markham, Little Rock, AR 72205, USA
    Adv Health Sci Educ Theory Pract 9:309-23. 2004
    ..Residents and faculty identified benefits to assembling a portfolio. Portfolios incorporate tasks embedded in the residency to provide evidence of resident competency. The results support that the score is reliable and valid...
  19. ncbi request reprint Biopsychosocial formulation: recognizing educational shortcomings
    Tina McClain
    Central Arkansas Veteran s Healthcare System, Little Rock, AR, USA
    Acad Psychiatry 28:88-94. 2004
    ..The authors expect psychiatrists to formulate cases using the biopsychosocial model. However, resident psychiatrists' ability to generate formulations using this model has received little attention...
  20. doi request reprint Twelve tips for facilitating successful teleconferences
    Calvin L Chou
    University of California, San Francisco, USA
    Med Teach 34:445-9. 2012
    ..However, we found no medical literature to assist with developing best practices in telecommunication...
  21. doi request reprint Using needs assessment to develop curricula for screening, brief intervention, and referral to treatment (SBIRT) in academic and community health settings
    Derek D Satre
    Department of Psychiatry, University of California San Francisco, San Francisco, California 94143, USA
    Subst Abus 33:298-302. 2012
    ..054) than community providers. The authors describe their approach to integrating needs assessment results into subsequent curriculum development. Findings highlight potential differences between physician and nonphysician training needs...
  22. ncbi request reprint Can one portfolio measure the six ACGME general competencies?
    Robert M Jarvis
    University of Arkansas for Medical Sciences, Department of Psychiatry, 4301 West Markham, Slot 589, Little Rock, AR 72205, USA
    Acad Psychiatry 28:190-6. 2004
    ..To determine that portfolios, useable by any program, can provide needed evidence of resident performance within the ACGME general competencies...
  23. doi request reprint Impact of an in-person versus web-based practice standardized patient examination on student performance on a subsequent high-stakes standardized patient examination
    Karen E Hauer
    Department of Medicine, University of California, San Francisco, California 94143 0131, USA
    Teach Learn Med 21:284-90. 2009
    ..Optimal methods of preparing students for high-stakes standardized patient (SP) examinations are unknown...
  24. doi request reprint Do writing and storytelling skill influence assessment of reflective ability in medical students' written reflections?
    Louise Aronson
    Department of Medicine, Division of Geriatrics, University of California, San Francisco, CA 94118, USA
    Acad Med 85:S29-32. 2010
    ..In this pilot study, the investigators determined whether scores from a validated rubric to measure reflective ability were affected by irrelevant variance resulting from writing or storytelling ability...
  25. doi request reprint Improving resident education and patient safety: a method to balance initial caseloads at academic year-end transfer
    John Q Young
    Department of Psychiatry, UCSF School of Medicine, San Francisco, California 94143, USA
    Acad Med 85:1418-24. 2010
    ..When significant, these imbalances may compromise resident learning and patient safety. Using data from psychiatric outpatient continuity clinics, this study tested a method for balancing initial caseloads...
  26. ncbi request reprint Impact of the United States Medical Licensing Examination Step 2 Clinical Skills exam on medical school clinical skills assessment
    Karen E Hauer
    University of California, San Francisco, 533 Parnassus Ave, Box 0131, U137, San Francisco, CA 94143 0131, USA
    Acad Med 81:S13-6. 2006
    ..Medical schools face a new responsibility to prepare students for the United States Medical Licensing Exam Step 2 Clinical Skills (CS) exam...
  27. doi request reprint Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature
    Karen E Hauer
    Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California 94143 0131, USA
    Acad Med 84:1822-32. 2009
    ..There is an urgent need for multiinstitutional, outcomes-based research on strategies for remediation of less than fully competent trainees and physicians with the use of long-term follow-up to determine the impact on future performance...
  28. doi request reprint Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010
    David M Irby
    Department of Medicine, UCSF School of Medicine, San Francisco, California 94143 0410, USA
    Acad Med 85:220-7. 2010
    ..The authors hope that the new report will generate the same excitement about educational innovation and reform of undergraduate and graduate medical education as the Flexner Report did a century ago...
  29. ncbi request reprint Student perceptions of the one minute preceptor and traditional preceptor models
    Arianne Teherani
    Department of Medicine and Office of Medical Education, University of California School of Medicine, San Francisco, CA 94143 0410, USA
    Med Teach 29:323-7. 2007
    ..This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters...
  30. ncbi request reprint The UCSF Academy of Medical Educators
    Molly Cooke
    University of California, San Francisco, 94143 0320, USA
    Acad Med 77:455-6. 2002
  31. ncbi request reprint Charles W. Dohner, PhD: an evaluator and mentor in medical education
    David M Irby
    Office of Medical Education, School of Medicine, University of California, San Francisco, 521 Parnassus Avenue, Room C 254, San Francisco, California 94143 0410, USA
    Adv Health Sci Educ Theory Pract 8:63-73. 2003
    ..He has been a passionate spokesman for excellence in medical education and most noted for his roles as an evaluator, program developer, and mentor of academic leaders...
  32. pmc Educational innovations in academic medicine and environmental trends
    David M Irby
    Office of Medical Education and Department of Medicine DMI, University of California San Francisco, San Francisco, Calif, USA
    J Gen Intern Med 18:370-6. 2003
    ..These innovations are transforming medical education...
  33. ncbi request reprint The UCSF Academy of Medical Educators
    Molly Cooke
    Academy of Medical Educators, UCSF School of Medicine, University of California San Francisco, San Francisco, CA 94143 0563, USA
    Acad Med 78:666-72. 2003
    ..The Academy of Medical Educators has been well received at UCSF and is enhancing the status of medical education and teachers...
  34. ncbi request reprint Teaching points identified by preceptors observing one-minute preceptor and traditional preceptor encounters
    David M Irby
    Division of General Internal Medicine, Department of Medicine, University of California, San Francisco 94143 0410, USA
    Acad Med 79:50-5. 2004
    ....
  35. ncbi request reprint The academy movement: a structural approach to reinvigorating the educational mission
    David M Irby
    Office of Medical Education, School of Medicine, University of California, San Francisco, 521 Parnassus Avenue, Room C 254, San Francisco, CA 94143 0410, USA
    Acad Med 79:729-36. 2004
    ..The academy movement, as a structural approach to change, shows promise for reinvigorating the educational mission of academic medicine...
  36. ncbi request reprint Promoting research in medical education at the University of California, San Francisco, School of Medicine
    David M Irby
    Office of Medical Education, School of Medicine, University of California San Francisco, 521 Parnassus Avenue, Room C 254 San Francisco, CA 94143 0410, USA
    Acad Med 79:981-4. 2004
    ..S. professional association meetings. In this article, the authors describe the changes that have occurred at UCSF to achieve these results...
  37. ncbi request reprint A national study of medical student clinical skills assessment
    Karen E Hauer
    University of California, San Francisco, 533 Parnassus Ave, Box 0131, U137, San Francisco, CA 94143 0131, USA
    Acad Med 80:S25-9. 2005
    ..This study describes comprehensive standardized patient examinations in medical schools nationally...
  38. ncbi request reprint Leadership lessons from curricular change at the University of California, San Francisco, School of Medicine
    Helen Loeser
    School of Medicine, University of California, San Francisco, San Francisco, California 94143 0410, USA
    Acad Med 82:324-30. 2007
    ..Arising from this experience and the correlation of curricular change phases with leadership steps, the authors identify 27 specific leadership strategies they employed in their curricular reform process...
  39. pmc Teaching when time is limited
    David M Irby
    University of California, San Francisco, CA 94143 0410, USA
    BMJ 336:384-7. 2008
  40. doi request reprint Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders
    Jessica H Muller
    Department of Family and Community Medicine, School of Medicine, University of California San Francisco, San Francisco, California 94143 0900, USA
    Med Educ 42:778-85. 2008
    ..This study investigated how stakeholders in a newly integrated curriculum - students, course directors and curriculum leaders - define integration and perceive its successes and challenges during its first year...
  41. ncbi request reprint Developing educational leaders: the teaching scholars program at the University of California, San Francisco, School of Medicine
    Jessica H Muller
    Department of Family and Community Medicine, University of California, San Francisco, California 94143 0900, USA
    Acad Med 81:959-64. 2006
    ..Challenges facing the TSP include scholar release time, mentoring time, and follow-up contact to encourage TSP graduates' postgraduation productivity, continuing educational development, and support...
  42. doi request reprint Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy
    Alexander W Keedy
    Department of Radiology, School of Medicine, University of California San Francisco, 1001 Potrero Avenue, San Francisco, CA 94143, USA
    Anat Sci Educ 4:84-91. 2011
    ....
  43. pmc Teaching about health care disparities in the clinical setting
    Susan B Glick
    Section of General Internal Medicine, Department of Medicine, University of Chicago, Chicago, IL 60637, USA
    J Gen Intern Med 25:S95-101. 2010
    ..The TEST model is straightforward, easy to use, and enables the incorporation of teaching about health care disparities into routine clinical teaching...
  44. ncbi request reprint Assessing quality and costs of education in the ambulatory setting: a review of the literature
    Judith L Bowen
    Department of Medicine, Oregon Health and Science University, Portland, Oregon 97201 3098, USA
    Acad Med 77:621-80. 2002
    ..The authors report findings from the literature on teaching and learning in the ambulatory setting and propose opportunities for further research that addresses these barriers...
  45. doi request reprint Characteristics of success in mentoring and research productivity - a case-control study of academic centers
    Joshua G Cohen
    Department of Obstetrics, Gynecology and Reproductive Sciences, University of California, San Francisco, CA 94143 1702, USA
    Gynecol Oncol 125:8-13. 2012
    ..Thus, we performed a case-control study to identify characteristics of successful mentoring programs...
  46. ncbi request reprint American medical education 100 years after the Flexner report
    Molly Cooke
    Department of Medicine, University of California, San Francisco, San Francisco, USA
    N Engl J Med 355:1339-44. 2006
  47. pmc Developing entrustable professional activities as the basis for assessment of competence in an internal medicine residency: a feasibility study
    Karen E Hauer
    Department of Medicine, University of California, San Francisco, USA
    J Gen Intern Med 28:1110-4. 2013
    ..Graduate medical education programs assess trainees' performance to determine readiness for unsupervised practice. Entrustable professional activities (EPAs) are a novel approach for assessing performance of core professional tasks...
  48. doi request reprint Systems-based practice learning opportunities in student-run clinics: a qualitative analysis of student experiences
    Leslie Sheu
    University of California, San Francisco, School of Medicine, Department of Medicine and Office of Medical Education, San Francisco, California 94143, USA
    Acad Med 88:831-6. 2013
    ..This study explored the types and context of SBP activities students participate in at SRCs...
  49. pmc Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics
    Leslie C Sheu
    School of Medicine, University of California, 505 Parnassus, M1078, Box 0120, San Francisco, CA 94143, USA
    J Cancer Educ 26:228-33. 2011
    ..Students who participated in clinic reported enhanced skills compared to those who did not attend. SRCs play a valuable role in instilling positive attitudes and improving skills...