References
- BLIGH, J., LLOYD-JONES, G. & SMITH, G. (2000) Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching, Medical Education, 34, pp. 487–489.
- CURRY, R.H. & MAKOUL, G. (1996) An active-learning approach to basic clinical skills, Academic Medicine, 71(1), pp. 41–44.
- COOMBS, R.H. & BOYLE, B.P. (1971) The transition to medical school: expectations versus realities, in: R.H. COOMBS & C.E. VINCENT (Eds), Psychosocial Aspects of Medical Training (Springfield, IL, Thomas), pp. 91–109.
- GENERAL MEDICAL COUNCIL (1993) Tomorrow's Doctors. Recommendations on Undergraduate Medical Education (London, General Medical Council).
- Gow, L., BAIL, J., KEMBER, D. & HAU, K.T. (1996) The learn-ing approaches of Chinese people: a function of socialisation processes and the context of learning, in: M.H. BOND (Ed.) The Handbook of Chinese Psychology (Hong Kong, Oxford University Press), pp. 109–123.
- HONG KONG FEDERATION OF YOUTH GROUPS (1999) Does Revising the Educational System Matter to Young Students? (Hong Kong, Hong Kong Federation of Youth Groups).
- HOPE, B. (2000) Few students would choose lectures as a teaching method, Student British Medical Journal, 8, p. 401.
- LIEBERMAN, S.A., STROUP-BENHAM, CA., PEEL, J.L. & CAMP, M.G. (1997) Medical student perception of the academic environment: a prospective comparison of traditional and problem-based curricula, Academic Medicine, 72(10 Suppl. 1), pp. S13–15.
- MARGETSON, D.B. (1999) The relation between understanding and practice in problem-based medical education, Medical Education, 33, pp. 359–364.
- NELSON, M.S. & TRAUB, S. (1993) Clinical skills training of US medical students, Academic Medicine, 68(12), pp. 926–928.