References
- Dolmans D. The effectiveness of PBL: the debate continues. Some concerns about the BEME movement. Medical Education 2003; 37: 1129–1130
- Jones A, McArdle PJ, O'Neill PA. Perceptions of how well graduates are prepared for the role of a pre-registration house officer: a comparison of the outcomes of a traditional and a problem-based learning course at a UK medical school. Medical Education 2002; 36: 16–25
- Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge 1991
- Sternberg RJ. Cognitive PsychologySecond. Harcourt Brace College Publishers, Fort Worth 1999
- Strauss AL, Corbin J. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded TheorySecond. Sage Publications, London 1998
- Wenger E. Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, Cambridge 1998
- Whitehouse CR, O'Neill PA, Dornan T. Building confidence for work as house officers: student experience in the final year of a new problem-based curriculum. Medical Education 2002; 36: 718–727
- Willis SC, Jones A, O'Neill PA. Can undergraduate education have an effect on the ways in which pre-registration house officers conceptualise communication?. Medical Education 2003a; 37: 603–608
- Willis SC, Jones A, McArdle PJ, O’Neill PA. A qualitative study of the attitudes to teamwork of graduates from a traditional and an integrated undergraduate medical course. Advances in Health Sciences Education 2003b; 8: 139–148