References
- GMC 1993, Tomorrow's doctors: Recommendations on undergraduate medical education. London: General Medical Council
- GMC 2002, Tomorrow's doctors: Recommendations on undergraduate medical education. London: General Medical Council
- GMC 2009, Tomorrow's doctors: Outcomes and standards for undergraduate medical education. London: General Medical Council
- Jacobs CV, Cross PC. The value of medical student research: The experience at Stanford University School of Medicine. Med Educ 1995; 29: 342–346
- Lopatto D. The essential features of undergraduate research. Counc Undergrad Res Q 2003; 24: 139–142
- Murdoch-Eaton D, Ellershaw J, Garden A, Newble D, Perry M, Robinson L, Smith J, Stark P, Whittle S. Student-selected components in the undergraduate medical curriculum: A multi-institutional consensus on purpose. Med Teach 2004; 26: 33–38
- Murdoch-Eaton D, Drewery S, Elton S, Emmerson C, Marshall M, Smith J, Stark P, Whittle S. What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects. Med Teach 2010; 32: e152–e160
- Riley SC. Student selected components (SSCs): AMEE guide no 46. Med Teach 2009; 31: 885–894
- Riley SC, Gibbs TJ, Ferrell WR, Nelson PR, Smith WCS, Murphy MJ. Getting the most out of student selected components: 12 tips for participating students. Med Teach 2009; 31: 895–902
- Yates M, Drewery SH, Murdoch-Eaton DG. Alternative learning environments: What do they contribute to professional development of medical students?. Med Teach 2002; 24: 609–615