References
- Ten Cate O, Durning S. Peer teaching in medical education: Twelve reasons to move from theory to practice. Med Teach 2007; 29: 1–9
- Daelmans HE, Hoogenboom RJ, Donker AJ, Scherpbier AJ, Stehouwer CD, Van Der Vleuten CP. Effectiveness of clinical rotations as a learning environment for achieving competences. Med Teach 2004; 26: 305–312
- Dandavino M, Snell L, Wiseman J. Why medical students should learn how to teach. Med Teach 2007; 27: 1–8
- Nikendei C, Kraus B, Schrauth M, Weyrich P, Zipfel S, Junger J. An innovative model for final-year students’ skills training course in internal medicine: ‘essentials from admission to discharge’. Med Teach 2006; 28: 648–651
- Ross MT, Cameron HS. Peer assisted learning: A planning and implementation framework: AMEE Guide no. 30. Med Teach 2007; 29: 527–545
- Santee J, Garavalia L. Peer tutoring programs in health professions schools. Am J Pharm Educ 2006; 70: 70
- Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systematic review. Med Teach 2005; 27: 10–28
- Lynagh M, Burton R, Sanson-Fisher R. A systematic review of medical skills laboratory training: Where to from here?. Med Educ 2007; 41: 879–887
- Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30. Med Teach 2007; 29: 527–545
- Sobral DT. Cross-year peer tutoring experience in a medical school: Conditions and outcomes for student tutors. Med Educ 2002; 36: 1064–1070
- Weyrich P, Schrauth M, Kraus B, Habermehl D, Netzhammer N, Zipfel S, Riessen R, Nikendei C. Undergraduate technical skills training guided by student tutors–Analysis of tutors’ attitudes, tutees’ acceptance and learning progress in an innovative teaching model. BMC Med Educ. 2008, [In press]