References
- Asprey D. 2010. In sickness and in hangover: pitfalls in choosing a clinical partner. Student BMJ. 340(18):c1557.
- Burgess A, McGregor D, Mellis C. 2014. Medical students as peer tutors: a systematic review. BMC Med Educ. 14(1):115.
- Cockayne TW, Samuelson CO. 1978. Halo effect and medical student evaluation of instruction. J Med Educ. 53(4):364
- Dornan T, Tan N, Boshuizen H, Gick R, Isba R, Mann K, Scherpbier A, Spencer J, Timmins E. 2014. How and what do medical students learn in clerkships? Experience based learning (ExBL). Adv Health Sci Educ Theory Pract. 19(5):721–749.
- Dyrbye LN, Lipscomb W, Thibault G. 2020. Redesigning the learning environment to promote learner well-being and professional development. Acad Med. 95(5):674–678.
- Dyrbye LN, Thomas MR, Harper W, Massie FS, Power DV, Eacker A, Szydlo DW, Novotny PJ, Sloan JA, Shanafelt TD. 2009. The learning environment and medical student burnout: a multicentre study. Med Educ. 43(3):274–282.
- Field M, Burke JM, McAllister D, Lloyd DM. 2007. Peer-assisted learning: a novel approach to clinical skills learning for medical students. Med Educ. 41(4):411–418.
- Freret T, Rana J, Schwartzstein RM, Gooding HC. 2017. Twelve tips for implementation of “student-as-teacher” programs. Med Teach. 39(12):1221–1226.
- Hauer KE, O'Brien BC, Hansen LA, Hirsh D, Ma IH, Ogur B, Poncelet AN, Alexander EK, Teherani A. 2012. More is better: Students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships. Acad Med. 87(10):1389–1396.
- Kogan JR, Conforti LN, Iobst WF, Holmboe ES. 2014. Reconceptualizing variable rater assessments as both an educational and clinical care problem. Acad Med. 89(5):721–727.
- McGill DA, van der Vleuten CPM, Clarke MJ. 2013. A critical evaluation of the validity and the reliability of global competency constructs for supervisor assessment of junior medical trainees. Adv Health Sci Educ Theory Pract. 18(4):701–725.
- Pope C, Ziebland S, Mays N. 2000. Qualitative research in health care. Analysing qualitative data. BMJ. 320(7227):114–116.
- Rohe DE, Barrier PA, Clark MM, Cook DA, Vickers KS, Decker PA. 2006. The benefits of pass-fail grading on stress, mood, and group cohesion in medical students. Mayo Clin Proc. 81(11):1443–1448.
- Schott M, Kedia R, Promes SB, Swoboda T, O'Rourke K, Green W, Liu R, Stansfield B, Santen SA. 2015. Direct observation assessment of milestones: Problems with reliability. West J Emerg Med. 16(6):871–876.
- Spring L, Robillard D, Gehlbach L, Moore Simas TA. 2011. Impact of pass/fail grading on medical students' well-being and academic outcomes . Med Educ. 45(9):867–877.
- St-Onge C, Martineau B, Harvey A, Bergeron L, Mamede S, Rikers R. 2013. From see one do one, to see a good one do a better one: learning physical examination skills through peer observation. Teach Learn Med. 25(3):195–200.
- Tai J, Molloy E, Haines T, Canny B. 2016. Same-level peer-assisted learning in medical clinical placements: a narrative systematic review. Med Educ. 50(4):469–484.
- Thomas MR, Beckman TJ, Mauck KF, Cha SS, Thomas KG. 2011. Group assessments of resident physicians improve reliability and decrease halo error. J Gen Intern Med. 26(7):759–764.
- White CB, Fantone JC. 2010. Pass-fail grading: laying the foundation for self-regulated learning. Adv Health Sci Educ Theory Pract. 15(4):469–477.