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Medical Teacher|March 9, 2024
The challenge of transfer to clinical practice: The illusion of learning and illusion of teachingDario Cecilio-Fernandes, Naomi Steenhof, John SandarsThe Journal of Continuing Education in the Health Professions|March 29, 2023
Applying TEC-VARIETY to Motivate and Engage Learners for Online Learning SuccessWeichao Chen, Curtis J Bonk, John SandarsAnatomical Sciences Education|June 27, 2025
The longitudinal development of low-academic performance medical students' key self-regulated learning processes during a basic sciences nervous system block using a combined diary interventionZahra Zarei Hajiabadi, John Sandars, Roghayeh GandomkarMedical Teacher|January 23, 2023
Using insights from cognitive science for the teaching of clinical skills: AMEE Guide No. 155Dario Cecilio-Fernandes, Rakesh Patel, John SandarsThe Clinical Teacher|May 18, 2026
How to … Analyse Descriptive Phenomenological Data in Health Professions EducationMohsen Tavakol, John Sandars, Claire C SharpeMedical Teacher|March 2, 2011
Twelve tips for implementing a patient safety curriculum in an undergraduate programme in medicineGerry Armitage, Alison Cracknell, Kirsty Forrest, et al.Medical Teacher|August 9, 2017
Applying sport psychology to improve clinical performanceHelen R Church, James L Rumbold, John SandarsMedical Teacher|July 9, 2008
Web 2.0 and social software: the medical student way of e-learningJohn Sandars, Matthew Homer, Godfrey Pell, et al.Medical Teacher|July 30, 2014
Developmental student support in undergraduate medical education: AMEE Guide No. 92John Sandars, Rakesh Patel, Helen Steele, et al.The Clinical Teacher|April 21, 2024
The Value of Master's Degree Programmes in Health Professions Education: A Scoping ReviewCharlotte O'Callaghan, John Sandars, Jeremy Brown, et al.Pageof 16