| Experiential learning: AMEE guide No. 63 S Yardley, PW Teunissen, T Dornan Medical teacher 34 (2), e102-e115, 2012 | 691 | 2012 |
| Experiential learning: transforming theory into practice S Yardley, PW Teunissen, T Dornan Medical teacher 34 (2), 161-164, 2012 | 577 | 2012 |
| Kirkpatrick’s levels and education ‘evidence’ S Yardley, T Dornan Medical education 46 (1), 97-106, 2012 | 495 | 2012 |
| ABC of Learning and Teaching in Medicine P Cantillon, DF Wood, S Yardley John Wiley & Sons, 2017 | 250 | 2017 |
| 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 | 121 | 2014 |
| 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 | 121 | 2010 |
| Receiving a diagnosis of lung cancer: patients' interpretations, perceptions and perspectives SJ Yardley, CL Davis, F Sheldon Palliative Medicine 15 (5), 379-386, 2001 | 119 | 2001 |
| 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 | 111 | 2009 |
| Death and dying during the pandemic S Yardley, M Rolph Bmj 369, 2020 | 85 | 2020 |
| 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 | 80 | 2018 |
| 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 | 70 | 2018 |
| 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 | 56 | 2015 |
| 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 | 55 | 2013 |
| Minding the gap between communication skills simulation and authentic experience S Yardley, A W Irvine, J Lefroy Medical education 47 (5), 495-510, 2013 | 51 | 2013 |
| 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 | 50 | 2018 |
| 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 | 44 | 2017 |
| 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 | 40 | 2015 |
| ‘What do we do, doctor?’ Transitions of identity and responsibility: a narrative analysis S Yardley, R Kinston, J Lefroy, S Gay, RK McKinley Advances in Health Sciences Education 25, 825-843, 2020 | 39 | 2020 |
| 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 | 39 | 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, 873-891, 2013 | 39 | 2013 |
Timothy L DornanUniversiteit Maastricht在 maastrichtuniversity.nl 的电子邮件经过验证
