John Sandars

Publication Activity (10 Years)

Years Active: 2017-2024
Publications (10 Years): 56

Top Topics

Psychometric Properties

Medical Education

Top Venues

Medical teacher

Medical education

MedEdPublish (2016)

The clinical teacher

This page only lists publications with an associated author ORCID identifier.

Publications

Charlotte O'Callaghan, John Sandars, Jeremy M Brown, Cathy Sherratt
The Value of Master's Degree Programmes in Health Professions Education: A Scoping Review. The clinical teacher (2024)
Dario Cecílio Fernandes, Danielle Rachel Dos Santos Carvalho, John Sandars, Thiago Martins Santos
Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study. Medical teacher (2024)
Dario Cecílio Fernandes, Maria Stella Peccin da Silva, John Sandars, Thomaz Bittencourt Couto, Alessandra Mazzo
Advancing Simulation-Based Education in Brazil: Bridging Research and Practice for Healthcare Excellence. Einstein (Sao Paulo, Brazil) (Suppl 3) (2024)
Charlotte O'Callaghan, John Sandars, Jeremy M Brown, Cathy Sherratt
The Value of Master's Degree Programmes in Health Professions Education: A Scoping Review. The clinical teacher 21 (4) (2024)
Francisco Carlos Specian, Damien Litchfield, John Sandars, Dario Cecílio Fernandes
Use of eye tracking in medical education. Medical teacher (2024)
Dario Cecílio Fernandes, Naomi Steenhof, John Sandars
The challenge of transfer to clinical practice: The illusion of learning and illusion of teaching. Medical teacher (2024)
John Sandars, Pirashanthie Vivekananda-Schmidt, Lopa Husain, Peter Leadbetter
A response to Simpson and Hope's 'From policy to practice: Measuring success in widening participation'. Medical education 58 (8) (2024)
John Sandars, Jeremy M Brown
Twelve tips for using rapid research methods in health professions education. Medical teacher (2024)
John Sandars, Jeremy M Brown
Twelve tips for using rapid research methods in health professions education. Medical teacher (2024)
John Sandars, Liam Jenkins, Emma Huntley
Understanding the performance-related psychological characteristics and skills of doctors: A sport psychology perspective. Medical teacher (2024)
Dario Cecílio Fernandes, Maria Stella Peccin da Silva, John Sandars, Thomaz Bittencourt Couto, Alessandra Mazzo
Advancing Simulation-Based Education in Brazil: Bridging Research and Practice for Healthcare Excellence. Einstein (Sao Paulo, Brazil) (Suppl 3) (2024)
Dario Cecílio Fernandes, Maria Stella Peccin da Silva, John Sandars, Thomaz Bittencourt Couto, Alessandra Mazzo
Advancing Simulation-Based Education in Brazil: Bridging Research and Practice for Healthcare Excellence. Einstein (Sao Paulo, Brazil) (Suppl 3) (2024)
John Sandars, Pirashanthie Vivekananda-Schmidt, Lopa Husain, Peter Leadbetter
A response to Simpson and Hope's 'From policy to practice: Measuring success in widening participation'. Medical education (2024)
Elaine Maria Bueno de Moraes, Danielle Rachel Dos Santos Carvalho, John Sandars, Tatiana Mirabetti Ozahata, Rakesh S Patel, Dario Cecílio Fernandes, Thiago Martins Santos
Unravelling the differences between observation and active participation in simulation-based education. Medical teacher (2024)
John Sandars, Pirashanthie Vivekananda-Schmidt, Lopa Husain, Peter Leadbetter
A response to Simpson and Hope's 'From policy to practice: Measuring success in widening participation'. Medical education 58 (8) (2024)
Dario Cecílio Fernandes, Maria Stella Peccin da Silva, John Sandars, Thomaz Bittencourt Couto, Alessandra Mazzo
Advancing Simulation-Based Education in Brazil: Bridging Research and Practice for Healthcare Excellence. Einstein (Sao Paulo, Brazil) (Suppl 3) (2024)
John Sandars, Daniel Salcedo
New wave - at the cutting edge of health professions education. Medical teacher 45 (4) (2023)
Dario Cecílio Fernandes, Rakesh S Patel, John Sandars
Using insights from cognitive science for the teaching of clinical skills: AMEE Guide No. 155. Medical teacher (2023)
Helen Rachael Church, Deborah Murdoch-Eaton, John Sandars
Under- and post-graduate training to manage the acutely unwell patient: a scoping review. BMC medical education 23 (1) (2023)
Francisco Carlos Specian, Thiago Martins Santos, John Sandars, Eliana Martorano Amaral, Dario Cecílio Fernandes
Identifying the response process validity of clinical vignette -type multiple choice questions: An eye-tracking study. Medical teacher (2023)
Pirashanthie Vivekananda-Schmidt, Fran Oldale, Jean Russell, John Sandars
Peer assessment of professionalism attributes. The clinical teacher (2023)
Zahra Zarei Hajiabadi, John Sandars, John J Norcini, Roghayeh Gandomkar
The potential of structured learning diaries for combining the development and assessment of self-regulated learning. Advances in health sciences education : theory and practice (2023)
Helen Rachael Church, Deborah Murdoch-Eaton, John Sandars
Under- and post-graduate training to manage the acutely unwell patient: a scoping review. BMC medical education 23 (1) (2023)
Helen Rachael Church, Deborah Murdoch-Eaton, John Sandars
Under- and post-graduate training to manage the acutely unwell patient: a scoping review. BMC medical education 23 (1) (2023)
Ashley Selva-Rodriguez, John Sandars
Twelve tips for providing academic remediation to widening access learners in medical education. Medical teacher (2023)
Dario Cecílio Fernandes, John Sandars
Use of self-regulated learning feedback in the acquisition of clinical skills. Medical teacher (2023)
Helen Rachael Church, Deborah Murdoch-Eaton, John Sandars
Under- and post-graduate training to manage the acutely unwell patient: a scoping review. BMC medical education 23 (1) (2023)
Megan Elizabeth Lincoln Brown, Bryan Burford, Ray Samuriwo, John Sandars
How to … successfully find and apply for Clinical Education Research (ClinEdR) funding. The clinical teacher (2023)
John Sandars, David Allan, Jim Price
Reflective practice by health professions educators to enhance learning and teaching: AMEE Guide No. 166. Medical teacher (2023)
Dario Cecílio Fernandes, Raquel I Medina-Ramírez, John Sandars, Manuel Joao Costa
Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals: A SRL microanalysis study. Medical teacher (2023)
Da Zhang, Li Xiao, Jingqi Duan, Xinxin Chang, Kieran Walsh, John Sandars, Jeremy M Brown, Xiaorong Dang, Wei Shen, Junjie Du, Yan-Jie Cao
Understanding online self-directed learning using point of care information systems (POCIS): A plot study using a capability approach perspective. Medical teacher 44 (12) (2022)
Zahra Zarei Hajiabadi, Roghayeh Gandomkar, Amir Ali Sohrabpour, John Sandars
Developing low-achieving medical students' self-regulated learning using a combined learning diary and explicit training intervention. Medical teacher (2022)
Poh Sun Goh, Sol Roberts-Lieb, John Sandars
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education. Medical teacher (2022)
John Sandars, Dario Cecílio Fernandes, Roghayeh Gandomkar, Rakesh S Patel
New directions for understanding collaborative learning: The importance of social regulation of learning. Medical teacher (2021)
Rodrigo de Almeida Bastos, Danielle Rachel Dos Santos Carvalho, Carolina Felipe Soares Brandão, Ellen Cristina Bergamasco, John Sandars, Dario Cecílio Fernandes
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the Covid19 pandemic: A rapid review. Medical teacher (2021)
John Sandars, Liam Jenkins, Helen Rachael Church, Rakesh S Patel, James L Rumbold, Michelle Maden, Mumtaz Patel, Kevin Henshaw, Jeremy M Brown
Applying sport psychology in health professions education: A systematic review of performance mental skills training. Medical teacher (2021)
Takaaki Sato, John Sandars, Jeremy Brown, Simon N Rogers
Usefulness of smart glasses and point of view for suturing skills training in medical students: pilot study. BMJ simulation & technology enhanced learning 7 (3) (2020)
Rakesh S Patel, William Green, Muhammad Waseem Shahzad, Helen Rachael Church, John Sandars
Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing. Medical teacher 42 (8) (2020)
Roghayeh Gandomkar, Kamran Yazdani, Ladan Fata, Ramin Mehrdad, Azim Mirzazadeh, Mohammad Jalili, John Sandars
Using multiple self-regulated learning measures to understand medical students' biomedical science learning. Medical education 54 (8) (2020)
John Sandars, Jeremy Brown, Chidiebere Nwolise, Mumtaz Patel, Nisha Dogra, Axel Kaehne, Jayne Garner, Simon Watmough, Michelle Maden, Vicky Duckworth
The challenge of conducting qualitative research to understand the factors that influence equity in medical education: A scoping review. MedEdPublish (2016) 9 (2020)
William Green, Muhammad Waseem Shahzad, Stephen Wood, Maria Martinez Martinez, Andrew Baines, Ahmad Navid, Robert Jay, Zara Whysall, John Sandars, Rakesh S Patel
Improving junior doctor medicine prescribing and patient safety: An intervention using personalised, structured, video-enhanced feedback and deliberate practice. British journal of clinical pharmacology 86 (11) (2020)
John Sandars, Raquel Correia, Mary Dankbaar, Peter de Jong, Poh Sun Goh, Inga Hege, Ken Masters, So-Young Oh, Rakesh Patel, Kalyani Premkumar, Alexandra Webb, Martin Pusic
Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish (2016) 9 (2020)
John Sandars, Poh Sun Goh
How to make it work: a framework for rapid research to inform evidence-based decision -making about the implementation of online learning during the COVID-19 pandemic. MedEdPublish (2016) 9 (2020)
Rakesh S Patel, William Green, Muhammad Waseem Shahzad, Helen Rachael Church, John Sandars
Response to letter titled, 'Video feedback in medical education: A student's perspective'. Medical teacher 43 (2) (2020)
John Sandars, Dario Cecílio Fernandes, Rakesh S Patel, Roghayeh Gandomkar
Avoid 'running before we can walk' in medical education research: The importance of design and development research. Medical teacher 43 (11) (2020)
John Sandars, Peter Groom, Jeremy Brown, Peter Vangorp, Tamryn Miller, Thomas Miller
Understanding the potential of mixed reality simulation training for the management of 'can't intubate-can't oxygenate' emergencies. BMJ simulation & technology enhanced learning 6 (5) (2020)
Poh Sun Goh, John Sandars
Increasing tensions in the ubiquitous use of technology for medical education. Medical teacher 41 (6) (2019)
Roghayeh Gandomkar, John Sandars
Clearing the confusion about self-directed learning and self-regulated learning. Medical teacher 40 (8) (2018)
Pirashanthie Vivekananda-Schmidt, John Sandars
Belongingness and its implications for undergraduate health professions education: a scoping review. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors 29 (5) (2018)
John Sandars
Looking back over 40 years in medical education - the continuing challenge of developing professional artistry and personal educational philosophy. MedEdPublish (2016) 6 (2017)
John Sandars
Looking back over 40 years in medical education - the continuing challenge of developing professional artistry and personal educational philosophy. MedEdPublish (2016) 6 (2017)
Roghayeh Gandomkar, John Sandars
Unravelling the challenge of using student learning goals in clinical education. Medical education 51 (7) (2017)
Basil Badwan, Roshit Bothara, Mieke Latijnhouwers, Alisdair Smithies, John Sandars
The importance of design thinking in medical education. Medical teacher 40 (4) (2017)
Heather Leggett, John Sandars, Trudie Roberts
Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance. Medical teacher 41 (2) (2017)
Helen Rachael Church, James L Rumbold, John Sandars
Applying sport psychology to improve clinical performance. Medical teacher 39 (12) (2017)
Roghayeh Gandomkar, John Sandars
The importance of context in medical education program evaluation. Medical teacher 40 (1) (2017)