References
- Amorosa J, Mellman L, Graham M. 2011. Medical students as teachers: How preclinical teaching opportunities can create an early awareness of the role of physician as teacher. Med Teach 14:133–138
- British Educational Research Association. BERA. 2011. Ethical guidelines for educational research. London: BERA
- Brookfield SD. 1987. Developing critical thinkers. San Fransisco: Jossey Bass. p 32
- Dandavino M, Snell L, Wiseman J. 2007. Why medical students should learn how to teach. Med Teach 29:558–565
- Erie A, Starkman S, Pawlina W, Lachman N. 2013. Developing medical students as teachers: An anatomy based student as teacher program with emphasis on core teaching competencies. Anat Sci Anat 2:1–8
- Foster K, Laurent R. 2013. How we make good doctors into good teachers: A short course to support busy clinicians to improve their teaching skills. Med Teach 35(1):4–7
- General Medical Council. 2009. Tomorrows Doctors. [Accessed 15 July 2013] Available from www.gmc-uk.org/guidance
- General Medical Council. 2013. Good medical practice. [Accessed 15 July 2013] Available from http://www.gmc-uk.org/guidance/good_medical_practice.asp
- Huberman AM, Miles M. 1994. Data management and analysis methods. In: Denzin N, Lincoln Y, editors. Handbook of qualitative research. London: Sage. pp 428–444
- Kirkpatrick DL. 1967. Evaluation of training. In: Craig R, Mittel I, editors. Training and development Handbook. New York: McGraw Hill. pp 87–112
- Knobe M, Münker R, Sellei RM, Holschen M, Mooij SC, Schmidt-Rohlfing B, Niethard FU, Pape HC. 2009. Peer teaching: A randomised controlled trial using student-teachers to teach musculoskeletal ultrasound. Med Educ 44(2):148–155
- Knowles Z, Tyler G, Gilbourne D, Eubank M. 2006. Reflecting on reflection: Exploring the practice of sports coaching graduates. Reflect Pract 7:163–179
- Kolb DA. 1987. Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall
- Morrison EH, Hafler JP. 2000. Yesterday a learner, today a teacher too: Residents as teachers in 2000. Pediatrics 105(1 Pt 3):238–241
- Nelson AJ, Nelson SV, Linn AM, Raw LE, Kildea HB, Tonkin AL. 2013. Tomorrow’s educators … today? Implementing near-peer teaching for medical students. Med Teach 35:156–159
- Peluso M, Hafler J. 2011. Medical students as educators: Opportunities for skill development in the absence of formal training programs. Yale Biol Med 84:374–380
- Ross MT, Cameron HS. 2007. Peer assisted learning: A planning and implementation framework: AMEE Guide no. 30. Med Teach 29:527–545
- Scottish Credit & Qualifications Framework. 2013. [Accessed 15 July 2013] Available from www.scqf.org.uk
- Silbert BI, Lake FR. 2012. Peer-assisted learning in teaching clinical examination to junior medical students. Med Teach 34(5):392–397
- Tacci JA. 1998. The resident as teacher: A neglected role. JAMA. 280. 934m
- Ten Cate O, Durning S. 2007. Peer teaching in medical education: Twelve reasons to move from theory to practice. Med Teach 29:591–599
- The UK Foundation Programme. 2013. Rough Guide to the academic foundation programme. 2nd ed. [Accessed 15 July 2013] Available from http://www.foundationprogramme.nhs.uk/pages/foundation-doctors
- Vaughan IM, Baker RC. 2004. Psychological size and distance: Emphasising the interpersonal relationship as a pathway to optimal teaching and learning conditions. Med Educ 38:1053–1060
- Yin RK. 2009. Case study research: Design and methods. 4th ed. Thousand Oaks, CA: Sage Publications