Mattick, Karen - University of Exeter

个人简介

Karen Mattick is Professor of Medical Education, Co-Lead for the Centre for Research in Professional Learning at the University of Exeter, and Director of the Postgraduate Certificate in Academic Practice. She has over fourteen years’ experience as a medical education researcher and educator and was instrumental in creating the Exeter Medical Education Research Group (EMERGe). She has published over 50 peer-reviewed research papers in medical education and clinical science, and is Associate Editor for The Clinical Teacher journal. Her academic practice has been recognized in the award of Principal Fellow of the Higher Education Academy in 2012 and a National Teaching Fellowship in 2005. Prior to joining the medical education field, Karen worked for the NHS as a Clinical Scientist, involved in both service delivery and clinical science research. PhD Clinical Microbiology MSc Education Research

研究领域

Broad research specialisms Karen’s research explores the experiences of medical students and junior doctors, especially during the transition to clinical practice, and particularly in relation to prescribing antibiotics. This has involved a wide range of methodologies including systematic and realist literature reviews, quantitative, qualitative and mixed methods research studies. Her recent research has been funded by the National Institute for Health Research, the British Society of Antimicrobial Chemotherapy, the Academy of Medical Royal Colleges, NHS Education for Scotland and the General Medical Council. Qualifications

近期论文

查看导师新发文章（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）

Hall E, Cleland J, Mattick K (In Press). Partnerships in medical education: looking across disciplinary boundaries to extend knowledge. Perspectives on Medical Education., 2016(1). Mattick K, Baumfield V (2016). From cost to value in medical education. Med Teach, 38(5). Author URL. Full text. Mattick KL, Kaufhold K, Kelly N, Cole JA, Scheffler G, Rees CE, Bullock A, Gormley GJ, Monrouxe LV (2016). Implications of aligning full registration of doctors with medical school graduation: a qualitative study of stakeholder perspectives. BMJ Open, 6(2). Abstract. Author URL. Article has an altmetric score of 25 Parker HM, Mattick K (2016). The determinants of antimicrobial prescribing among hospital doctors in England: a framework to inform tailored stewardship interventions. Br J Clin Pharmacol, 82(2), 431-440. Abstract. Author URL. Full text. Article has an altmetric score of 9 Kelly NA, Brandom KG, Mattick KL (2015). Improving preparedness of medical students and junior doctors to manage patients with diabetes. BMJ Open Diabetes Res Care, 3(1). Abstract. Author URL. Full text. Article has an altmetric score of 4 Wong G, Brennan N, Mattick K, Pearson M, Briscoe S, Papoutsi C (2015). Interventions to improve antimicrobial prescribing of doctors in training: the IMPACT (IMProving Antimicrobial presCribing of doctors in Training) realist review. BMJ Open, 5(10). Abstract. Author URL. Full text. Article has an altmetric score of 4 Hancock J, Roberts M, Monrouxe L, Mattick K (2015). Medical student and junior doctors' tolerance of ambiguity: development of a new scale. Adv Health Sci Educ Theory Pract, 20(1), 113-130. Abstract. Author URL. Full text. Article has an altmetric score of 2 Mattick K (2015). Student experiences of multiple flipped courses. Clin Teach, 12(6), 432-435. Author URL. Grant A, Rix A, Winter P, Mattick K, Jones D (2015). Support for medical students with mental health problems: a conceptual model. Acad Psychiatry, 39(1), 16-21. Abstract. Author URL. Article has an altmetric score of 10 Mattick K, Kelly N, Rees C (2014). A window into the lives of junior doctors: narrative interviews exploring antimicrobial prescribing experiences. J Antimicrob Chemother, 69(8), 2274-2283. Abstract. Author URL. Article has an altmetric score of 14 (2014). Medical student and junior doctors’ tolerance of ambiguity: development of a new scale. Advances in Health Sciences Education, 20(1), 113-130. Abstract. Article has an altmetric score of 2 Brennan N, Edwards S, Kelly N, Miller A, Harrower L, Mattick K (2014). Qualified doctor and medical students' use of resources for accessing information: what is used and why?. Health Info Libr J, 31(3), 204-214. Abstract. Author URL. Article has an altmetric score of 10 Brennan N, Edwards S, Kelly N, Miller A, Harrower L, Mattick K (2014). Qualified doctor and medical students' use of resources for accessing information: what is used and why?. Health information and libraries journal, 31(3), 204-214. Abstract. Article has an altmetric score of 10 Rees CE, Cleland JA, Dennis A, Kelly N, Mattick K, Monrouxe LV (2014). Supervised learning events in the foundation programme: a UK-wide narrative interview study. BMJ Open, 4(10). Abstract. Author URL. Full text. Article has an altmetric score of 3 Brennan N, Mattick K (2013). A systematic review of educational interventions to change behaviour of prescribers in hospital settings, with a particular emphasis on new prescribers. Br J Clin Pharmacol, 75(2), 359-372. Abstract. Author URL. Article has an altmetric score of 2 Baxter L, Mattick K, Kuyken W (2013). Assessing health care students' intentions and motivations for learning: the Healthcare Learning and Studying Inventory (HLSI). Advances in Health Sciences Education, 18(3), 451-462. Abstract. Baxter L, Mattick K, Kuyken W (2013). Assessing health care students' intentions and motivations for learning: the Healthcare Learning and Studying Inventory (HLSI). Adv Health Sci Educ Theory Pract, 18(3), 451-462. Abstract. Author URL. Mattick K, Barnes R, Dieppe P (2013). Medical education: a particularly complex intervention to research. Advances in Health Sciences Education, 18(4), 769-778. Abstract. Article has an altmetric score of 1 Mattick K, Barnes R, Dieppe P (2013). Medical education: a particularly complex intervention to research. Adv Health Sci Educ Theory Pract, 18(4), 769-778. Abstract. Author URL. Article has an altmetric score of 1 Bull S, Mattick K, Postlethwaite KC (2013). “Junior doctor decision making: isn’t that an oxymoron?” a qualitative analysis of junior doctors’ ward-based decision making. Journal of Vocational Education and Training Full text.