https://orcid.org/0000-0003-1210-3093
References
- Atherley A, Dolmans D, Hu W, et al. Beyond the struggles: a scoping review on the transition to undergraduate clinical training. Med Educ. 2019;53(6):559–12.
- Colbert-Getz, J.M. et al. (2016) ‘What’s in a Transition? An Integrative Perspective on Transitions in Medical Education’, Teaching and Learning in Medicine, 28(4), pp. 347–352. doi:https://doi.org/10.1080/10401334.2016.1217226
- O’Brien, B.C. (2018) ‘What to Do About the Transition to Residency? Exploring Problems and Solutions From Three Perspectives’, Academic Medicine, 93(5), pp. 681–684. doi:https://doi.org/10.1097/ACM.0000000000002150
- GMC. 2018. “Outcomes for graduates” Accessed https://www.gmc-uk.org/-/media/documents/dc11326-outcomes-for-graduates-2018_pdf-75040796.pdf
- Lachish S, Goldacre MJ, Lambert T. Self-reported preparedness for clinical work has increased among recent cohorts of UK-trained first-year doctors. Postgrad Med J. 2016;92(1090):460–465.
- Burford B, Whittle V, Vance GH. The relationship between medical student learning opportunities and preparedness for practice: a questionnaire study. BMC Med Educ. 2014;14(1):223.
- Illing JC, Morrow GM, Nee Kergon CRR, et al. Perceptions of UK medical graduates’ preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job. BMC Med Educ. 2013;13(1):34.
- Van Hamel C, Jenner L. Prepared for practice? A national survey of UK foundation doctors and their supervisors. Med Teach. 2015;37(2):181–188.
- Van Heerden C, Uahwatanasakul W, Vaughan B, et al. Ripple effect of a clinical teaching fellow programme in an Australian paediatric hospital. J Paediatr Child Health, n/a. 2020;56(7):1072-1076.
- Chu A, Morton C, Pye C, et al. Clinical teaching fellowships–enhancing the out of programme experience through a peer network. Clin Med. 2019;19(3): 259-259.
- Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376(9756):1923–1958.
- Burford B, Ellis E, Williamson A, et al. Learning opportunities in ‘student assistantships’. Clin Teacher. 2015;12(2):121–127
- Misquita L, Millar L, Bartholomew B. Simulated on-call: time well spent. Clin Teach, n/a. 2020;17(6):629–637.
- Watmough S, Box H, Bennett N, et al. Unexpected medical undergraduate simulation training (UMUST): can unexpected medical simulation scenarios help prepare medical students for the transition to foundation year doctor? BMC Med Educ. 2016;16(1). doi:https://doi.org/10.1186/s12909-016-0629-x
- Woodfield G, O’sullivan M. Clinical teaching fellows: everyone’s a winner. Clin Teach. 2014;11(2):136–140.
- Academy Of Medical Educators. 2021. “Professional Standards: teaching and Facilitating Learning” Accessed 8 Jul 2021. https://www.medicaleducators.org/Professional-Standards
- Colucci E. “Focus groups can be fun”: the use of activity-oriented questions in focus group discussions. Qual Health Res. 2007;17(10):1422–1433.
- Kilminster, S. et al. (2011) ‘Preparedness is not enough: understanding transitions as critically intensive learning periods’, Medical Education, 45(10), pp. 1006–1015. doi:https://doi.org/10.1111/j.1365-2923.2011.04048.x
- ten Cate, O. (2013) ‘Nuts and Bolts of Entrustable Professional Activities’, Journal of Graduate Medical Education, 5(1), pp. 157–158. doi:https://doi.org/10.4300/JGME-D-12-00380.1
- Hawkins A, Stanton A, Forbes K. An extended assistantship for final-year students. Clin Teach. 2015;12(5):305–309.
- Lightman E, Kingdon S, Nelson M. A prolonged assistantship for final-year students. Clin Teach. 2015;12(2):115–120.
- Burridge S, Shanmugalingam T, Nawrozzadeh F, et al. A qualitative analysis of junior doctors’ journeys to preparedness in acute care. BMC Med Educ. 2020;20(1):12.
- Van Der Vleuten CPM, Schuwirth LWT, Driessen EW, et al. A model for programmatic assessment fit for purpose. Med Teach. 2012;34(3):205–214.
- Price, T. et al. (2018) ‘The International Landscape of Medical Licensing Examinations: A Typology Derived From a Systematic Review’, International Journal of Health Policy and Management, 7(9), pp. 782–790. doi:https://doi.org/10.15171/ijhpm.2018.32
- Sharma PR, Alsaffarini KWB. Preparation for practice and the arguments for standardisation in view of the forthcoming medical licensing exam: a literature review. Med Teach. 2020;42(4):451–456.
- Morrow G, Johnson N, Burford B, et al. Preparedness for practice: the perceptions of medical graduates and clinical teams. Med Teach. 2012;34(2):123–135.
- Eraut M. Non‐formal learning and tacit knowledge in professional work. Br J Educ Psychol. 2000;70(1):113–136.
- Fenwick T. Sociomateriality in medical practice and learning: attuning to what matters. Med Educ. 2014;48(1):44–52.