A comparison of self-perceived competencies of traditional and reformed curriculum graduates 6 years after graduation

References

• Antepohl W, 2009. Pooled results from 6 follow up studies of undergraduate medical education in Sweden. Comparing a problem-based, student-centred curriculum with other medical faculties in Sweden. Paper presented at the Association for Medical Education in Europe (AMEE) Annual Conference, Malaga
   Google Scholar
• Armstrong J, Lusk E. Return postage in mail surveys: A meta-analysis. Public Opin Q 1987; 51: 233–248
   Web of Science ®Google Scholar
• Bowhay A, Watmough S. An evaluation of the performance in the UK Royal College of Anaesthetists primary examination by UK medical school and gender. BMC Med Educ 2009; 9: 38
   PubMed Web of Science ®Google Scholar
• Bradley P, Bligh J. One year's experience with a clinical skills resource centre. Med Educ 1999; 33: 114–120
   PubMed Web of Science ®Google Scholar
• Brown J, Watmough S, Cherry M, Fewtrell R, Graham D, O'sullivan H, Shaw B. How well are graduates prepared for practice when measured against the latest recommendations of the General Medical Council?. Brit J Hospital Med 2010; 71: 159–163
   Web of Science ®Google Scholar
• Chhon-Huat Koh G, Khoo H, Wong M, Koh D. The effects of problem-based learning during medical school on physician competency: A systematic review. Can Med Assoc J 2008; 178: 34–41
   Google Scholar
• Coderre S, Jenkins D, McLaughlin K. Qualitative differences in knowledge structure are associated with diagnostic performance in medical students. Adv Health Sci Educ 2009; 14: 677–684
   PubMed Web of Science ®Google Scholar
• Colliver J. Effectiveness of problem-based learning curricula. Acad Med 2000; 75: 259–266
   PubMed Web of Science ®Google Scholar
• Dolmans D, Ineke H, Ginns P. Measuring approaches to learning in a problem based context. Int J Med Educ 2010; 1: 55–60
   Google Scholar
• Dolmans D, Schmidt H. What drives the student in problem-based learning?. Med Educ 1994; 28: 372–380
   PubMed Web of Science ®Google Scholar
• General Medical Council. Tomorrow's Doctors: Recommendations on undergraduate medical education. GMC, London 1993
   Google Scholar
• General Medical Council. Tomorrow's Doctors: Outcomes and standards for undergraduate medical education. GMC, London 2009
   Google Scholar
• Groves M. Problem-based learning and learning approach: Is there a relationship?. Adv Health Sci Educ 2005; 10: 315–326
   PubMed Web of Science ®Google Scholar
• Hyppola H, Kumpusalo E, Virjo I, Mattilo K, Neittaanmaki L, Halila H, Kujala S, Luhtala R, Isokoski M. Improvement in undergraduate medical education: A 10-year follow up in Finland. Med Teach 2002; 24: 52–56
   PubMed Web of Science ®Google Scholar
• Jones A, O’Neill P, McArdle P. Perceptions of how well graduates are prepared for the role of pre-registration house officer: A comparison of outcomes from a traditional and integrated PBL curriculum. Med Educ 2002; 36: 16–25
   PubMed Web of Science ®Google Scholar
• Kaufman D, Mann K. Comparing achievement on the Medical Council of Canada Qualifying Examination Part I of students in conventional and problem-based learning curricula. Acad Med 1998; 74: 853–858
   Google Scholar
• Leinster S. Medical Education and the changing face of health care delivery. Med Teach 2002; 24: 13–15
   PubMed Web of Science ®Google Scholar
• Loyens S, Magda J, Remy M, Rikers R. Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educ Psychol Rev 2008; 20: 411–427
   Web of Science ®Google Scholar
• Murphy J, De Senaviratne R, Remers O, Davis M. Student selected components: Student-designed modules are associated with closer alignment of planned and learned outcomes. Med Teach 2009; 31: e489–493
   PubMed Web of Science ®Google Scholar
• Newman M. Establishing problem-based learning: The case for a fitness for purpose approach to study design. Adv Health Sci Educ 2006; 11: 391–402
   PubMedGoogle Scholar
• Norman G. Problem-based learning makes a difference. But why? Can Med Assoc J 2008; 178(1)61–62
   PubMedGoogle Scholar
• Parsell GJ, Bligh J. The changing context of undergraduate medical education. Postgrad Med J 1995; 71: 397–403
   PubMed Web of Science ®Google Scholar
• Schmidt H, Vermeulen L, Van Der Molen H. Longterm effects of problem-based learning: A competencies acquired by graduates of a problem-based and a conventional medical school. Med Educ 2006; 40: 562–567
   PubMed Web of Science ®Google Scholar
• Simunovic VJ, Hren D, Ivanis A, Dørup J, Krivokuca Z, Ristic S, Verhaaren H, Sonntag HG, Ribaric S, Tomic S, et al. Survey of attitudes towards curriculum reforms among different socio-economic and cultural environments. Med Teach 2007; 29: 833–835
   PubMed Web of Science ®Google Scholar
• Taylor D, Miflin B. Problem-based learning: Where are we now?. Med Teach 2008; 30: 742–763
   PubMed Web of Science ®Google Scholar
• Verhoeven B, Verwijnen G, Scherpbier A, Holdrinet R, Oeseburg B, Bulte J, Van der Vleuten C. An analysis of progress test results of PBL and non-PBL students. Med Teach 1998; 20: 310–316
   Web of Science ®Google Scholar
• Vernon D, Blake R. Does problem-based learning work? A meta analysis of evaluative research. Acad Med 1993; 68: 550–563
   PubMed Web of Science ®Google Scholar
• Watmough S, 2008. An evaluation of the reform of the Liverpool medical curriculum. Unpublished PhD thesis. University of Liverpool
   Google Scholar
• Watmough S, Garden A, Graham D. Pre-registration house officers (PRHOs) assess their undergraduate education through focus groups. Medical students views on feedback in a PBL curriculum. AMEE (The Association for Medical Education in Europe) Conference. Lisbon, Portugal. August 29–September 1. AMEE, DundeeUK 2002
   Google Scholar
• Watmough S, Garden A, Taylor D. Does a new integrated PBL curriculum with specific communication skills classes produce pre-registration house officers (PRHOs) with improved communication skills?. Med Teach 2006a; 28: 264–269
   PubMed Web of Science ®Google Scholar
• Watmough S, O'sullivan H, Taylor D. Graduates from a traditional medical curriculum evaluate the effectiveness of their undergraduate curriculum through interviews. BMC Med Educ 2009; 9: 64
   PubMed Web of Science ®Google Scholar
• Watmough S, Ryland I, Garden A, Taylor D. Educational supervisors’ views on the competencies of pre registration house officers. Brit J Hospital Med 2006b; 67: 92–95
   PubMed Web of Science ®Google Scholar
• Watmough S, Ryland I, Garden A, Taylor D. Preregistration house officer skill and competency assessment through questionnaires. Brit J Hospital Med 2006c; 67: 487–490
   PubMed Web of Science ®Google Scholar
• Watmough S, Ryland I, Taylor D. Using questionnaires to determine whether medical graduates career choice is determined by undergraduate or postgraduate experiences. Med Teach 2007; 29: 830–832
   PubMed Web of Science ®Google Scholar
• Watmough S, O'Sullivan H, Taylor D. Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews. BMC Med Educ 2010; 10: 65
   PubMed Web of Science ®Google Scholar
• Watmough S, Taylor D, Garden A. Pre-registration house officers (PRHOs) give their views about studying under a reformed medical curriculum in the UK. Med Educ 2006d; 40: 893–899
   PubMed Web of Science ®Google Scholar
• Watmough S, Taylor D, Garden A. Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre-registration house officers (PRHOs): A qualitative study. Med Educ 2006e; 40: 995–1001
   PubMed Web of Science ®Google Scholar