| The use of reflection in medical education: AMEE Guide No. 44 J Sandars Medical teacher 31 (8), 685-695, 2009 | 1352 | 2009 |
| A vision of the use of technology in medical education after the COVID-19 pandemic PS Goh, J Sandars MedEdPublish 9, 49, 2020 | 518 | 2020 |
| Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II M Tavakol, J Sandars Medical teacher 36 (10), 838-848, 2014 | 518 | 2014 |
| The frequency and nature of medical error in primary care: understanding the diversity across studies J Sandars, A Esmail Family practice 20 (3), 231-236, 2003 | 431 | 2003 |
| Self-regulation theory: applications to medical education: AMEE Guide No. 58 J Sandars, TJ Cleary Medical teacher 33 (11), 875-886, 2011 | 365 | 2011 |
| Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic J Sandars, R Correia, M Dankbaar, P de Jong, PS Goh, I Hege, K Masters, ... MedEdPublish 9, 82, 2020 | 318 | 2020 |
| Web 2.0 technologies for undergraduate and postgraduate medical education: an online survey J Sandars, S Schroter Postgraduate medical journal 83 (986), 759-762, 2007 | 308 | 2007 |
| What is the Net Generation? The challenge for future medical education J Sandars, C Morrison Medical teacher 29 (2-3), 85-88, 2007 | 289 | 2007 |
| Degrees of integrity: the threat of corruption in higher education DW Chapman, S Lindner Studies in Higher Education 41 (2), 247-268, 2016 | 222 | 2016 |
| The remediation challenge: theoretical and methodological insights from a systematic review J Cleland, H Leggett, J Sandars, MJ Costa, R Patel, M Moffat Medical education 47 (3), 242-251, 2013 | 205 | 2013 |
| Medical professionalism across cultures: a challenge for medicine and medical education V Jha, M Mclean, TJ Gibbs, J Sandars Medical teacher 37 (1), 74-80, 2015 | 158 | 2015 |
| Attitudes to patient safety amongst medical students and tutors: Developing a reliable and valid measure S Carruthers, R Lawton, J Sandars, A Howe, M Perry Medical teacher 31 (8), e370-e376, 2009 | 150 | 2009 |
| Web 2.0 and social software: the medical student way of e-learning J Sandars, M Homer, G Pell, T Croker Medical teacher 30 (3), 308-312, 2008 | 146 | 2008 |
| Perspective: viewing “strugglers” through a different lens: how a self-regulated learning perspective can help medical educators with assessment and remediation SJ Durning, TJ Cleary, J Sandars, P Hemmer, P Kokotailo, AR Artino Academic Medicine 86 (4), 488-495, 2011 | 136 | 2011 |
| Twelve tips for using digital storytelling to promote reflective learning by medical students J Sandars, C Murray, A Pellow Medical teacher 30 (8), 774-777, 2008 | 124 | 2008 |
| New horizons for e-learning in medical education: ecological and Web 2.0 perspectives J Sandars, C Haythornthwaite Medical teacher 29 (4), 307-310, 2007 | 118 | 2007 |
| Twelve tips on usability testing to develop effective e-learning in medical education J Sandars, N Lafferty Medical teacher 32 (12), 956-960, 2010 | 117 | 2010 |
| Improving the implementation of evidence‐based practice: a knowledge management perspective J Sandars, R Heller Journal of evaluation in clinical practice 12 (3), 341-346, 2006 | 115 | 2006 |
| Appreciative inquiry in medical education J Sandars, D Murdoch-Eaton Medical Teacher 39 (2), 123-127, 2017 | 112 | 2017 |
| Clearing the confusion about self-directed learning and self-regulated learning R Gandomkar, J Sandars Medical teacher 40 (8), 862-863, 2018 | 107 | 2018 |
