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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
6712012
Experiential learning: transforming theory into practice
S Yardley, PW Teunissen, T Dornan
Medical teacher 34 (2), 161-164, 2012
5572012
Kirkpatrick’s levels and education ‘evidence’
S Yardley, T Dornan
Medical education 46 (1), 97-106, 2012
4812012
ABC of Learning and Teaching in Medicine
P Cantillon, DF Wood, S Yardley
John Wiley & Sons, 2017
2462017
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
1202010
Receiving a diagnosis of lung cancer: patients' interpretations, perceptions and perspectives
SJ Yardley, CL Davis, F Sheldon
Palliative Medicine 15 (5), 379-386, 2001
1182001
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
1162014
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
1122009
Death and dying during the pandemic
S Yardley, M Rolph
Bmj 369, 2020
822020
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, 8-22, 2018
782018
Patient safety in palliative care: a mixed-methods study of reports to a national database of serious incidents
I Yardley, S Yardley, H Williams, A Carson-Stevens, LJ Donaldson
Palliative medicine 32 (8), 1353-1362, 2018
672018
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
542015
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
532013
Minding the gap between communication skills simulation and authentic experience
S Yardley, A W Irvine, J Lefroy
Medical education 47 (5), 495-510, 2013
502013
Considering axiological integrity: A methodological analysis of qualitative evidence syntheses, and its implications for health professions education
M Kelly, RH Ellaway, H Reid, H Ganshorn, S Yardley, D Bennett, ...
Advances in Health Sciences Education 23, 833-851, 2018
492018
Qualitative research using realist evaluation to explain preparedness for doctors’ memorable ‘firsts’
J Lefroy, S Yardley, R Kinston, S Gay, S McBain, R McKinley
Medical Education 51 (10), 1037-1048, 2017
442017
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, 1-21, 2015
402015
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, 873-891, 2013
392013
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, 1339-1354, 2015
372015
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
372015
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