References
- Ajjawi R, Thistlethwaite JE, Aslani P, Cooling NP. 2010. What are the perceived learning needs of Australian general practice registrars for quality prescribing? BMC Med Educ 10:92
- Boekaerts M. 1999. Self-regulated learning: where we are today. Int J Ed Research 31:445–457
- Britt H, Miller GC, Charles J, Henderson J, Bayram C, Harrison C, Valenti L, Fahridin S, Pan Y, O’Halloran J. 2008. General practice activity in Australia 2007–08. Canberra: Australian Institute of Health and Welfare
- Bubner T, Laurence C, Tirimacco R. 2012. Assessing pathology training needs. Results from a survey of general practice registrars. Aust Fam Phys 41(9):721–724
- Carney PA, Pipas CF, Eliassen MS, Donahue DA, Kollisch DO, Gephart D, Dietrich AJ. 2000. An encounter-based analysis of the nature of teaching and learning in a 3rd-year medical school clerkship. Teach Learn Med 12(1):21–27
- de Jong J, Visser M, Van Dijk N, van der Vleuten C, Wieringa-de Waard M. 2013. A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24. Med Teach 35(6):e1181–e1196
- Delzell JE, Chumley HS, Clarkson AL. 2011. Mid-clerkship feedback is effective in changing students’ recorded patient encounters. Fam Med 43:586–588
- Denton GD, DeMott C, Pangaro LN, Hemmer PA. 2006. Narrative review: Use of student-generated logbooks in undergraduate medical education. Teach Learn Med 18(2):153–164
- Guenter D, Fowler N, Lee L. 2011. Clinical Uncertainty: Helping our learners. Can Fam Physician 57:120–123
- Lamberts H, Woods M. 1987. International classification of primary care. Oxford: Oxford University Press
- Mann K, Jordan J, Macleod A. 2009. Reflection and reflective practice in health professions education: a systematic review. Adv in Health Sci Educ 14:595–621
- Manyon A, Shipengrover J, McGuigan D, Haggerty M, James P, Danzo A. 2003. Defining differences in the instructional styles of community preceptors. Fam Med 35(3):181–186
- Morgan S, Henderson KM, Tapley A, Scott J, Thomson A, Spike N, McArthur L, van Driel ML Magin, PJ. 2014. Problems managed by Australian general practice trainees: results from the ReCEnT (Registrar Clinical Encounters in Training) study. Ed Prim Care 25(3):140–148
- Morgan S, Magin PJ, Henderson KM, Goode S, Scott J, Bowe SJ, Regan CM, Sweeney KP, Jackel J, van Driel ML. 2012. Study protocol: The Registrar Clinical Encounters in Training (ReCEnT) study. BMC Fam Pract 13:50
- Nyman KC, Sheridan B. 1997. Evaluation of consulting skills of trainee general practitioners. Aust Fam Physician 26:S28–S35
- O’Brien BC, Cai VL, Azzam A. 2011. Understanding the educational value of first year medical students’ patient encounter data. Med Teach 33:e218–e226
- Patil NG, Lee P. 2002. Interactive logbooks for medical students: are they useful? Med Educ 36:672–677
- Royal Australian College of General Practitioners Curriculum for Australian General Practice. 2011. [Accessed 29 July 2014] Available from http://curriculum.racgp.org.au/
- Sandars J. 2009. The use of reflection in medical education: AMEE Guide 44. Med Teach 31:685–695
- Snadden D, Thomas ML, Griffin EM, Hudson H. 1996. Portfolio-based learning and general practice vocational training. Med Educ 30:148–152
- Thomas PA, Goldberg H. 2007. Tracking reflective practice-based learning by medical students during an ambulatory clerkship. J Gen Intern Med 22(11):1583–1586
- Trowbridge R. 2008. Twelve tips for teaching avoidance of diagnostic error. Med Teach 30:496–500
- Wald H, Davis S, Reis S, Munroe A, Borkan J. 2009. Reflecting on reflections: enhancement of medical education curriculum with structured field notes a guided feedback. Acad Med 84:830–837