References
- CHAMBERS, R., WALL, D. & CAMPBELL, I. (1996) Stresses, coping mechanisms and job satisfaction in GP registrars, British Journal of General Practice, 46, pp. 343–348.
- CHAN, D.S.K. (2001) Combining qualitative and quantitative methods in assessing hospital learning environments, International Journal of Nursing Studies, 38, pp. 447–459.
- DEARY, I.J. (1994) Need medical education be stressful?, Medical Education, 28, pp. 55–57.
- ELWYN, G., GREENHALGH, T. & MACFARIANE, F. (2001) Groups: A Guide to Small Group Work in Healthcare, Management, Education and Research (Abingdon, Radcliffe Medical Press).
- FERNALD, D.H., STAUDENMAIER, A.G., TRESSLER, C.J., MAIN, D.S., BRIEN-GON7A1 FS, A. & BARLEY, G.E. (2001) Student perspectives on primary care preceptorships: enhancing the medical student preceptorship learning environment, Teaching and Learning in Medicine, 13, pp. 13–20.
- FRASER, B.J., TREAGUST, D.F. & DENNIS, N.C. (1986) Development of an instrument for assessing classroom psychosocial environment at universities and colleges, Studies in Higher Education, 11, p. 4.
- GE, J.M. & HARDEN, R.M. (1986) What is medical education here really like? Suggestions for action research studies of climates of medical education environments, Medical Teacher, 8, pp. 111–124. flicxs, B. (2003) How can a deanery win the battle against bullying?, British Medical Journal, 326, p. S129.
- IRISH Cott FrE OF GENERAL PRACTITIONERS (ICGP) (2000) Criteria for Postgraduate Training Programmes in General Practice, ICGP, Dublin, pp. 1–27.
- JOHNSON, S.D., ARAGON, S.R. & SHAIK, N. (2000) Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments, Journal of Interactive Learning Research, 11, pp. 29–49.
- KELLY, D.R. & MURRAY, T.S. (1991) Twenty years of vocational training in the West of Scotland: the practice component, British Journal of General Practice, 41, pp. 492–495.
- LONGHURST, S., Sn[PmAN, C. & DALE, J. (1998) Working out of hours: the experiences and training needs of GP registrars, British Journal of General Practice, 48, pp. 1247–1248.
- LOWRY, S. (1992) What's wrong with medical education in Britain?, British Medical Journal, 305, pp. 1277–1280.
- MAUDSLEY, R.F. (2001) Role models and the learning environment: essential elements in effective medical education, Academic Medicine, 76, pp. 432–434.
- METCALFE, D.H. & MAHARU, M. (1995) Students' perceptions of good and bad teaching: a report of a critical incident study, Medical Education, 29, pp. 193–197.
- PEn.E, E.B., EAsToN, G.P. & JonmoN, N. (2001) The year in a training practice: what has lasting value?, Medical Teacher, 23, pp. 205–211. QuINE, L. (2002) Workplace bullying in junior doctors: a questionnaire survey, British Medical Journal, 324, pp. 878–879.
- REZLER, A.G. (1974) Attitude changes during medical school: a review of the literature, Journal of Medical Education, 49, pp. 1023–1030. ROFF, S., MCALEER, S. & SKINNER, A. (2005) Development and validation of an instrument to measure the postgraduate clinical learning and teaching educational environment for hospital-based junior doctors in the UK (PHEEM), Medical Teacher, 27, pp. 326–331.
- ROFF, S., MCALEER, S., HARDEN, R.M., AL QHATANI, M., ARMED, All., DEZA, H. & GROENEN, G. (1997) Development and validation of the DREEM, Medical Teacher, 19, pp. 295–299.
- WALTON, H.J. (1994) Medical students' well-being, Medical Education, 28, pp. 1–2.