Academic outputs

  • Conn, R. L., Kearney, O., Tully, M. P., Shields, M. D., & Dornan, T. (2019). What causes prescribing errors in children? Scoping review. BMJ open, 9(8), e028680. What causes prescribing errors in children?
  • Conn, R. L., Tully, M. P., Shields, M. D., Carrington, A., & Dornan, T. (2020) Characteristics of reported pediatric medication errors in Northern Ireland and use in quality improvement. Pediatric drugsOnline first
  • Dornan, T., Ashcroft, D., Heathfield, H., Lewis, P., Miles, J., Taylor, D., … & Wass, V. (2009). An in-depth investigation into causes of prescribing errors by foundation trainees in relation to their medical education: EQUIP study. London: General Medical Council, 1-215. EQUIP study
  • Dornan, T., Donnelly, R., Lee, C., Millar, D. and Carrington, A. (n.d.) Making Insulin Treatment Safer (MITS)
    Final Report. [online] Available at: <http://www.med.qub.ac.uk/mits/docs/MITS_Final_Report.pdf> [Accessed 7 December 2020].
  • Foster-Collins, H., Conn, R., Dornan, T., Lloyd, M., & Mattick, K. (2021). The problem with feedback. MedEdPublish, 10(1).
  • Kajamaa, A., Mattick, K., Parker, H., Hilli, A., & Rees, C. (2019). Trainee doctors’ experiences of common problems in the antibiotic prescribing process: an activity theory analysis of narrative data from UK hospitals. BMJ open, 9(6), e028733. Trainee doctors’ experiences of common problems in the antibiotic prescribing process
  • Lee, C., McCrory, R., Tully, M. P., Carrington, A., Donnelly, R., & Dornan, T. (2020). Readiness to prescribe: Using educational design to untie the Gordian Knot. Plos one, 15(1), e0227865. Readiness to prescribe: Using educational design to untie the Gordian Knot
  • Lewis, P. J., Dornan, T., Taylor, D., Tully, M. P., Wass, V., & Ashcroft, D. M. (2009). Prevalence, incidence and nature of prescribing errors in hospital inpatients. Drug safety, 32(5), 379-389.
  • Lloyd, M., Watmough, S., O’Brien, S., Hardy, K., & Furlong, N. (2016). How to give and receive constructive feedback. The pharmaceutical journal, 296(7887). How to give and receive constructive feedback
  • Lloyd, M., Watmough, S. D., O’Brien, S. V., Hardy, K., & Furlong, N. (2017). Exploring the impact of feedback on prescribing error rates: a pilot study. International journal of clinical pharmacy, 39(5), 1013-1017.
  • Mattick, K., Brennan, N., Briscoe, S., Papoutsi, C., & Pearson, M. (2019). Optimising feedback for early career professionals: a scoping review and new framework. Medical education, 53(4), 355-368. Optimising feedback for early career professionals
  • Mattick, K., Kelly, N., & Rees, C. (2014). A window into the lives of junior doctors: narrative interviews exploring antimicrobial prescribing experiences. Journal of antimicrobial chemotherapy, 69(8), 2274-2283. A window into the lives of junior doctors
  • McLellan, L., Dornan, T., Newton, P., Williams, S. D., Lewis, P., Steinke, D., & Tully, M. P. (2016). Pharmacist-led feedback workshops increase appropriate prescribing of antimicrobials. Journal of antimicrobial chemotherapy, 71(5), 1415-1425. Pharmacist-led feedback workshops increase appropriate prescribing of antimicrobials
  • Parker, H., Farrell, O., Bethune, R., Hodgetts, A., & Mattick, K. (2019). Pharmacist‐led, video‐stimulated feedback to reduce prescribing errors in doctors‐in‐training: A mixed methods evaluation. British journal of clinical pharmacology, 85(10), 2405-2413. Pharmacist-led, video-stimulated feedback to reduce prescribing errors in doctors-in-training