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    Bridget O'Brien, PhD

    TitleAssociate Adjunct Professor
    SchoolUCSF School of Medicine
    DepartmentMedicine
    Address1855 Folsom Street, MCB
    San Francisco CA 94103
    Phone415-519-7935
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      Collapse Biography 
      Collapse Education and Training
      Cornell UniversityBSSchool of Industrial and Labor Relations2000
      UC BerkeleyMSHaas School of Business2002
      UC BerkeleyPhDGraduate School of Education2006

      Collapse Overview 
      Collapse Overview
      Bridget O’Brien, PhD has been a faculty member in the Department of Medicine, Division of General Internal Medicine, since 2008. As an Associate Professor affiliated with the Office of Medical Education, Research and Development in Medical Education unit (RaDME), she teaches and mentors faculty and learners in several programs, including the UCSF-University of Utrecht doctoral program in Health Professions Education, the Health Professions Education Pathway and the Teaching Scholars Program. At the San Francisco VA, she directs scholarship and evaluation for the Center of Excellence in Primary Care Education and a Fellowship in Health Professions Education Evaluation and Research. In 2015 she was selected as one of five national Macy Faculty Scholar, supported by the Josiah Macy Jr. Foundation.

      As a co-author of Educating Physicians: A Call for Reform of Medical School and Residency, she brought workplace learning to the forefront of educational innovation and reform. Her current research focuses on workplace learning in the context of longitudinal relationships, interprofessional team-based care, and systems improvement. Dr. O’Brien received her Master's in Organizational Behavior from the Haas School of Business at UC Berkeley and her PhD in Education from the Graduate School of Education at UC Berkeley.

      Collapse Interests
      Qualitative Research Methods, Health Professions Education, Interprofessional Learning, Interprofessional Education, Team-Based Care, Workplace Learning, Program Evaluation

      Collapse Bibliographic 
      Collapse Publications
      Publications listed below are automatically derived from MEDLINE/PubMed and other sources, which might result in incorrect or missing publications. Researchers can login to make corrections and additions, or contact us for help.
      List All   |   Timeline
      1. Maggio LA, Cate OT, Moorhead LL, van Stiphout F, Kramer BM, Ter Braak E, Posley K, Irby D, O'Brien BC. Characterizing physicians' information needs at the point of care. Perspect Med Educ. 2014 Nov; 3(5):332-42.
        View in: PubMed
      2. O'Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med. 2014 Sep; 89(9):1245-51.
        View in: PubMed
      3. van Schaik SM, O'Brien BC, Almeida SA, Adler SR. Perceptions of interprofessional teamwork in low-acuity settings: a qualitative analysis. Med Educ. 2014 Jun; 48(6):583-92.
        View in: PubMed
      4. Shunk R, Dulay M, Chou CL, Janson S, O'Brien BC. Huddle-coaching: a dynamic intervention for trainees and staff to support team-based care. Acad Med. 2014 Feb; 89(2):244-50.
        View in: PubMed
      5. O'Brien BC. Validating workplace-based assessments: continuity, synthesis and a qualitative heart. Med Educ. 2013 Dec; 47(12):1154-7.
        View in: PubMed
      6. Masters DE, O'Brien BC, Chou CL. The third-year medical student "grapevine": managing transitions between third-year clerkships using peer-to-peer handoffs. Acad Med. 2013 Oct; 88(10):1534-8.
        View in: PubMed
      7. Sheu L, O'Brien B, O'Sullivan PS, Kwong A, Lai CJ. Systems-based practice learning opportunities in student-run clinics: a qualitative analysis of student experiences. Acad Med. 2013 Jun; 88(6):831-6.
        View in: PubMed
      8. Poncelet AN, Wamsley M, Hauer KE, Lai C, Becker T, O'Brien B. Patient views of continuity relationships with medical students. Med Teach. 2013 Jun; 35(6):465-71.
        View in: PubMed
      9. O'Brien BC, Irby DM. Enacting the Carnegie Foundation call for reform of medical school and residency. Teach Learn Med. 2013; 25 Suppl 1:S1-8.
        View in: PubMed
      10. Hauer KE, O'Brien BC, Hansen LA, Hirsh D, Ma IH, Ogur B, Poncelet AN, Alexander EK, Teherani A. More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships. Acad Med. 2012 Oct; 87(10):1389-96.
        View in: PubMed
      11. Hauer KE, Hirsh D, Ma I, Hansen L, Ogur B, Poncelet AN, Alexander EK, O'Brien BC. The role of role: learning in longitudinal integrated and traditional block clerkships. Med Educ. 2012 Jul; 46(7):698-710.
        View in: PubMed
      12. O'Brien BC, Poncelet AN, Hansen L, Hirsh DA, Ogur B, Alexander EK, Krupat E, Hauer KE. Students' workplace learning in two clerkship models: a multi-site observational study. Med Educ. 2012 Jun; 46(6):613-24.
        View in: PubMed
      13. Plant JL, Corden M, Mourad M, O'Brien BC, van Schaik SM. Understanding self-assessment as an informed process: residents' use of external information for self-assessment of performance in simulated resuscitations. Adv Health Sci Educ Theory Pract. 2013 May; 18(2):181-92.
        View in: PubMed
      14. Wamsley M, Staves J, Kroon L, Topp K, Hossaini M, Newlin B, Lindsay C, O'Brien B. The impact of an interprofessional standardized patient exercise on attitudes toward working in interprofessional teams. J Interprof Care. 2012 Jan; 26(1):28-35.
        View in: PubMed
      15. O'Brien B, Teherani A. Using workplace learning to improve patient care. Acad Med. 2011 Nov; 86(11):e12.
        View in: PubMed
      16. Sheu LC, Zheng P, Coelho AD, Lin LD, O'Sullivan PS, O'Brien BC, Yu AY, Lai CJ. Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics. J Cancer Educ. 2011 Jun; 26(2):228-33.
        View in: PubMed PMC3098345
      17. Hauer KE, Mazotti L, O'Brien B, Hemmer PA, Tong L. Faculty verbal evaluations reveal strategies used to promote medical student performance. Med Educ Online. 2011; 16.
        View in: PubMed
      18. Mazotti L, O'Brien B, Tong L, Hauer KE. Perceptions of evaluation in longitudinal versus traditional clerkships. Med Educ. 2011 May; 45(5):464-70.
        View in: PubMed
      19. O'Brien BC, Cai VL, Azzam A. Understanding the educational value of first-year medical students' patient encounter data. Med Teach. 2011; 33(4):e218-26.
        View in: PubMed
      20. O'Brien BC, Poncelet AN. Transition to clerkship courses: preparing students to enter the workplace. Acad Med. 2010 Dec; 85(12):1862-9.
        View in: PubMed
      21. Irby DM, Cooke M, O'Brien BC. Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Acad Med. 2010 Feb; 85(2):220-7.
        View in: PubMed
      22. Poncelet AN, Hauer KE, O'Brien B. The longitudinal integrated clerkship. Virtual Mentor. 2009; 11(11):864-9.
        View in: PubMed
      23. Teherani A, O'Brien BC, Masters DE, Poncelet AN, Robertson PA, Hauer KE. Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship. Acad Med. 2009 Oct; 84(10 Suppl):S50-3.
        View in: PubMed
      24. Wamsley MA, Dubowitz N, Kohli P, Cooke M, O'Brien BC. Continuity in a longitudinal out-patient attachment for Year 3 medical students. Med Educ. 2009 Sep; 43(9):895-906.
        View in: PubMed
      25. Hauer KE, O'Brien B, Poncelet AN. Longitudinal, integrated clerkship education: better for learners and patients. Point. Acad Med. 2009 Jul; 84(7):821.
        View in: PubMed
      26. Poncelet A, O'Brien B. Preparing medical students for clerkships: a descriptive analysis of transition courses. Acad Med. 2008 May; 83(5):444-51.
        View in: PubMed
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