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Social Sciences and Humanities

D-Index
63
Citations
65261
World Ranking
1131
National Ranking
214

Overview

Tim Dornan is affiliated with Queen's University Belfast in the United Kingdom. Their research spans the fields of Medicine and Health Professions, with a particular focus on several subfields including General Health Professions, Public Health, Environmental and Occupational Health, Education, Family Practice, and Psychiatry and Mental Health.

The scientist's work primarily addresses topics related to Innovations in Medical Education, Interprofessional Education and Collaboration, Clinical Reasoning and Diagnostic Skills, Empathy and Medical Education, Healthcare Professionals' Stress and Burnout, Primary Care and Health Outcomes, as well as Child and Adolescent Health.

Several recent publications illustrate the range of topics explored in their research. These include:

  • Medical students need experience not just competence (2020) in BMJ
  • How do children and adolescents experience healthcare professionals? Scoping review and interpretive synthesis (2021) in BMJ Open
  • Becoming a clinician: Trainee identity formation within the general practice supervisory relationship (2020) in Medical Education
  • The social construction of teacher and learner identities in medicine and surgery (2022) in Medical Education
  • Pride and prejudice - What can we learn from peer review? (2020) in Medical Teacher

Tim Dornan has collaborated frequently with several coauthors, including Richard Conn, Hannah Gillespie, Helen Reid, Martina Kelly, and Gail Davison. These collaborations reflect ongoing engagement with scholars contributing to medical education and related fields.

Their research appears regularly in a set of publication venues notable within medical education and clinical practice. These venues include Medical Education, Medical Teacher, The Clinical Teacher, BMJ Open, and Archives of Disease in Childhood Education & Practice.

Best Publications

  • Intensive blood-glucose control with sulphonylureas or insulin compared with conventional treatment and risk of complications in patients with type 2 diabetes (UKPDS 33)

    R C Turner;R R Holman;C A Cull;I M Stratton

  • Tight blood pressure control and risk of macrovascular and microvascular complications in type 2 diabetes: UKPDS 38. UK Prospective Diabetes Study Group.

    Stearne;SL Palmer;Hammersley;SL Franklin

  • Tight blood pressure control and risk of macrovascular and microvascular complications in type 2 diabetes: UKPDS 38

    M R Stearne;S L Palmer;M S Hammersley;S L Franklin

  • Efficacy of atenolol and captopril in reducing risk of macrovascular and microvascular complications in type 2 diabetes: UKPDS 39

    M R Stearne;S L Palmer;M S Hammersley;S L Franklin

  • Experience‐based learning: a model linking the processes and outcomes of medical students' workplace learning

    Tim Dornan;Henny Boshuizen;Nigel King;Albert Scherpbier

  • Experiential learning: AMEE Guide No. 63

    Sarah Yardley;Pim W. Teunissen;Tim Dornan

  • How can experience in clinical and community settings contribute to early medical education? A BEME systematic review.

    Tim Dornan;Sonia Littlewood;Stephen A. Margolis;Albert Scherpbier

  • Experiential learning: Transforming theory into practice

    Sarah Yardley;Pim W. Teunissen;Tim Dornan

  • Kirkpatrick's levels and education evidence'

    Sarah Yardley;Tim Dornan

  • Prevalence, incidence and nature of prescribing errors in hospital inpatients: a systematic review.

    Penny J. Lewis;Tim Dornan;David Taylor;Mary P. Tully

  • Early practical experience and the social responsiveness of clinical education: systematic review

    Sonia Littlewood;Valmae Ypinazar;Stephen A Margolis;Albert Scherpbier

  • United kingdom prospective diabetes study 24: A 6-year, randomized, controlled trial comparing sulfonylurea, insulin, and metformin therapy in patients with newly diagnosed type 2 diabetes that could not be controlled with diet therapy

    A Wright;C Cull;R Holman;R Turner

  • Cost effectiveness analysis of improved blood pressure control in hypertensive patients with type 2 diabetes: UKPDS 40

    M R Stearne;S L Palmer;M S Hammersley;S L Franklin

  • Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence

    Anne Mette Morcke;Tim Dornan;Berit Eika

  • The processes and dimensions of informed self-assessment: a conceptual model.

    Joan Sargeant;Heather Armson;Ben Chesluk;Timothy Dornan

  • What can experience add to early medical education? Consensus survey

    Tim Dornan;Chris Bundy

  • The causes of and factors associated with prescribing errors in hospital inpatients: A systematic review

    Mary P. Tully;Darren M. Ashcroft;Tim Dornan;Penny J. Lewis

  • Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13.

    Marilyn Hammick;Timothy Dornan;Yvonne Steinert

  • Emotional intelligence in medical education: a critical review.

    M Gemma Cherry;Ian Fletcher;Helen O'Sullivan;Tim Dornan

  • An in-depth investigation into causes of prescribing errors by foundation trainees in relation to thier medical education: EQUIP study.

    T Dornan;D Ashcroft;H Heathfield;P Lewis

Frequent Co-Authors

Albert J. J. A. Scherpbier
Albert J. J. A. Scherpbier Maastricht University
Pim W. Teunissen
Pim W. Teunissen Maastricht University
Nigel King
Nigel King University of Huddersfield
Henny P. A. Boshuizen
Henny P. A. Boshuizen The Open University
Lorelei Lingard
Lorelei Lingard University of Western Ontario
John Spencer
John Spencer Newcastle University
Karen Mann
Karen Mann Dalhousie University
Debra Nestel
Debra Nestel Monash University
Howard T. Petrie
Howard T. Petrie Scripps Research Institute
Chris Wallace
Chris Wallace University of Cambridge

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