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Sandars John
Sandars John
Verified email at edgehill.ac.uk - Homepage
Title
Cited by
Cited by
Year
The use of reflection in medical education: AMEE Guide No. 44
J Sandars
Medical teacher 31 (8), 685-695, 2009
12222009
A vision of the use of technology in medical education after the COVID-19 pandemic
PS Goh, J Sandars
MedEdPublish 9, 2020
4622020
Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II
M Tavakol, J Sandars
Medical teacher 36 (10), 838-848, 2014
4602014
The frequency and nature of medical error in primary care: understanding the diversity across studies
J Sandars, A Esmail
Family practice 20 (3), 231-236, 2003
4232003
Self-regulation theory: applications to medical education: AMEE Guide No. 58
J Sandars, TJ Cleary
Medical teacher 33 (11), 875-886, 2011
3312011
Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic
J Sandars, R Correia, M Dankbaar, P de Jong, PS Goh, I Hege, K Masters, ...
MedEdPublish 9, 2020
3032020
Web 2.0 technologies for undergraduate and postgraduate medical education: an online survey
J Sandars, S Schroter
Postgraduate medical journal 83 (986), 759-762, 2007
3022007
What is the Net Generation? The challenge for future medical education
J Sandars, C Morrison
Medical teacher 29 (2-3), 85-88, 2007
2752007
The remediation challenge: theoretical and methodological insights from a systematic review
J Cleland, H Leggett, J Sandars, MJ Costa, R Patel, M Moffat
Medical education 47 (3), 242-251, 2013
1962013
Degrees of integrity: the threat of corruption in higher education
DW Chapman, S Lindner
Studies in Higher Education 41 (2), 247-268, 2016
1942016
Web 2.0 and social software: the medical student way of e-learning
J Sandars, M Homer, G Pell, T Croker
Medical teacher 30 (3), 308-312, 2008
1462008
Medical professionalism across cultures: a challenge for medicine and medical education
V Jha, M Mclean, TJ Gibbs, J Sandars
Medical teacher 37 (1), 74-80, 2015
1372015
Perspective: viewing “strugglers” through a different lens: how a self-regulated learning perspective can help medical educators with assessment and remediation
SJ Durning, TJ Cleary, J Sandars, P Hemmer, P Kokotailo, AR Artino
Academic Medicine 86 (4), 488-495, 2011
1302011
Attitudes to patient safety amongst medical students and tutors: Developing a reliable and valid measure
S Carruthers, R Lawton, J Sandars, A Howe, M Perry
Medical teacher 31 (8), e370-e376, 2009
1232009
New horizons for e-learning in medical education: ecological and Web 2.0 perspectives
J Sandars, C Haythornthwaite
Medical teacher 29 (4), 307-310, 2007
1232007
Twelve tips for using digital storytelling to promote reflective learning by medical students
J Sandars, C Murray, A Pellow
Medical teacher 30 (8), 774-777, 2008
1192008
Twelve tips on usability testing to develop effective e-learning in medical education
J Sandars, N Lafferty
Medical teacher 32 (12), 956-960, 2010
1182010
Improving the implementation of evidence‐based practice: a knowledge management perspective
J Sandars, R Heller
Journal of evaluation in clinical practice 12 (3), 341-346, 2006
1122006
ABC of patient safety
J Sandars, G Cook
John Wiley & Sons, 2009
1082009
The struggling student: a thematic analysis from the self‐regulated learning perspective
R Patel, C Tarrant, S Bonas, J Yates, J Sandars
Medical Education 49 (4), 417-426, 2015
1022015
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