Sarah Yardley
Sarah Yardley
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Experiential learning: AMEE guide No. 63
S Yardley, PW Teunissen, T Dornan
Medical teacher 34 (2), e102-e115, 2012
Kirkpatrick’s levels and education ‘evidence’
S Yardley, T Dornan
Medical education 46 (1), 97-106, 2012
Experiential learning: transforming theory into practice
S Yardley, PW Teunissen, T Dornan
Medical teacher 34 (2), 161-164, 2012
ABC of learning and teaching in medicine
P Cantillon, DF Wood, S Yardley
John Wiley & Sons, 2017
Receiving a diagnosis of lung cancer: patients' interpretations, perceptions and perspectives
SJ Yardley, CL Davis, F Sheldon
Palliative medicine 15 (5), 379-386, 2001
What has changed in the evidence for early experience? Update of a BEME systematic review
S Yardley, S Littlewood, SA Margolis, A Scherpbier, J Spencer, ...
Medical Teacher 32 (9), 740-746, 2010
Improving training in spiritual care: a qualitative study exploring patient perceptions of professional educational requirements
SJ Yardley, CE Walshe, A Parr
Palliative Medicine 23 (7), 601-607, 2009
Ethical issues in the reuse of qualitative data: Perspectives from literature, practice, and participants
SJ Yardley, KM Watts, J Pearson, JC Richardson
Qualitative Health Research 24 (1), 102-113, 2014
The consequences of authentic early experience for medical students: creation of mētis
S Yardley, C Brosnan, J Richardson
Medical education 47 (1), 109-119, 2013
Symptom perceptions and help-seeking behaviour prior to lung and colorectal cancer diagnoses: a qualitative study
S McLachlan, G Mansell, T Sanders, S Yardley, D Van der Windt, ...
Family Practice 32 (5), 568-577, 2015
Authentic early experience in medical education: A socio-cultural analysis identifying important variables in learning interactions within workplaces
S Yardley, C Brosnan, J Richardson, R Hays
Advances in Health Sciences Education 18 (5), 873-891, 2013
Modelling successful primary care for multimorbidity: a realist synthesis of successes and failures in concurrent learning and healthcare delivery
S Yardley, E Cottrell, E Rees, J Protheroe
BMC family practice 16 (1), 23, 2015
Minding the gap between communication skills simulation and authentic experience
S Yardley, A W Irvine, J Lefroy
Medical education 47 (5), 495-510, 2013
Preparing to prescribe: How do clerkship students learn in the midst of complexity?
L McLellan, S Yardley, B Norris, A de Bruin, MP Tully, T Dornan
Advances in Health Sciences Education 20 (5), 1339-1354, 2015
Lived experiences of multimorbidity: an interpretative meta-synthesis of patients’, general practitioners’ and trainees’ perceptions
E Cottrell, S Yardley
Chronic illness 11 (4), 279-303, 2015
How to discuss errors and adverse events with cancer patients
IE Yardley, SJ Yardley, AW Wu
Current oncology reports 12 (4), 253-260, 2010
The do’s, don’t and don’t knows of supporting transition to more independent practice
S Yardley, M Westerman, M Bartlett, JM Walton, J Smith, E Peile
Perspectives on medical education 7 (1), 8-22, 2018
Lost in translation: why medical education research must embrace ‘real‐world’complexities
S Yardley
Medical education 48 (3), 225-227, 2014
Death is not the only harm: psychological fidelity in simulation
S Yardley
Medical education 45 (10), 1062-1062, 2011
Embracing complexity theory can clarify best practice frameworks for simulation education
J Lefroy, S Yardley
Medical Education 49 (4), 344-346, 2015
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