Improving the transition from medical school to internship – evaluation of a preparation for internship course

[1]  Philip D. Jones,et al.  Improving the transition from medical school to internship – evaluation of a preparation for internship course , 2014, BMC Medical Education.

[2]  J. Kearsley,et al.  “It is Not A Disease We Treat, but A Person”: Medical Students’ Reflections on Their First Rotations to An Oncology and Palliative Care Unit , 2013 .

[3]  Neil Johnson,et al.  Perceptions of UK medical graduates’ preparedness for practice: A multi-centre qualitative study reflecting the importance of learning on the job , 2013, BMC medical education.

[4]  M. Schnell,et al.  Evaluating an evidence-based curriculum in undergraduate palliative care education: piloting a phase II exploratory trial for a complex intervention , 2013, BMC medical education.

[5]  Philip D. Jones,et al.  Successful development of generic capabilities in an undergraduate medical education program , 2012 .

[6]  Philip D. Jones,et al.  Clinical capabilities of graduates of an outcomes-based integrated medical program , 2012, BMC medical education.

[7]  Gary M. Velan,et al.  Linking assessment to undergraduate student capabilities through portfolio examination , 2012 .

[8]  Ann W Frye,et al.  Program evaluation models and related theories: AMEE Guide No. 67 , 2012, Medical teacher.

[9]  Miriam Zukas,et al.  Preparedness is not enough: understanding transitions as critically intensive learning periods , 2011, Medical education.

[10]  C. Bingham,et al.  A review of prevocational medical trainee assessment in New South Wales , 2011, The Medical journal of Australia.

[11]  A. Bleakley,et al.  Does undergraduate curriculum design make a difference to readiness to practice as a junior doctor? , 2011, Medical teacher.

[12]  J. Kearsley,et al.  Caring for dying patients can be a satisfying experience , 2011, Canadian Medical Association Journal.

[13]  C. Lance,et al.  What Reviewers Should Expect from Authors Regarding Common Method Bias in Organizational Research , 2010 .

[14]  J. Archer,et al.  The transition from medical student to junior doctor: today’s experiences of Tomorrow’s Doctors , 2010, Medical education.

[15]  D. Matheson,et al.  How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals , 2009, Postgraduate Medical Journal.

[16]  J. Cave,et al.  Easing the transition from student to doctor: How can medical schools help prepare their graduates for starting work? , 2009, Medical teacher.

[17]  Margaret Cunningham,et al.  Enhancing evaluation in an undergraduate medical education program. , 2008, Academic medicine : journal of the Association of American Medical Colleges.

[18]  W. Inder,et al.  Review of intern preparedness and education experiences in General Medicine , 2008, Internal medicine journal.

[19]  A. Tärnvik,et al.  Revival of the case method: a way to retain student-centred learning in a post-PBL era , 2007, Medical teacher.

[20]  Michael Roberts,et al.  Preparation for practice: how can medical schools better prepare PRHOs? , 2006, Medical teacher.

[21]  D. Wall,et al.  From undergraduate medical education to pre-registration house officer year: how prepared are students? , 2006, Medical teacher.

[22]  Susan M Toohey,et al.  An innovative outcomes-based medical education program built on adult learning principles , 2006, Medical teacher.

[23]  BMC Medical Education , 2006 .

[24]  V. Burch,et al.  A structured assessment of newly qualified medical graduates , 2005, Medical education.

[25]  R. Sanson-Fisher,et al.  Competency based teaching: the need for a new approach to teaching clinical skills in the undergraduate medical education course , 2005, Medical teacher.

[26]  D. Wood,et al.  The effect of an extended hospital induction on perceived confidence and assessed clinical skills of newly qualified pre‐registration house officers , 2004, Medical education.

[27]  T. Lambert,et al.  Doctors' views of their first year of medical work and postgraduate training in the UK: questionnaire surveys , 2003, Medical education.

[28]  Trevor Lambert,et al.  Preregistration house officers' views on whether their experience at medical school prepared them well for their jobs: national questionnaire survey , 2003, BMJ : British Medical Journal.

[29]  H. Aretz How good is the newly graduated doctor and can we measure it? , 2003, The Medical journal of Australia.

[30]  A. Barratt,et al.  Preparedness for hospital practice among graduates of a problem‐based, graduate‐entry medical program , 2003, The Medical journal of Australia.

[31]  R. Sanson-Fisher,et al.  Which common clinical conditions should medical students be able to manage by graduation? A perspective from Australian interns , 2002, Medical teacher.

[32]  P B Goodfellow,et al.  Students Sitting Medical Finals–-Ready to be House Officers? , 2001, Journal of the Royal Society of Medicine.

[33]  J. Dacre,et al.  A study of pre‐registration house officers’ clinical skills , 2000, Medical education.

[34]  J. Kruger,et al.  Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. , 1999, Journal of personality and social psychology.

[35]  A. Heathcote,et al.  Do junior doctors feel they are prepared for hospital practice? A study of graduates from traditional and non‐traditional medical schools , 1998, Medical education.

[36]  M. J. Gordon A review of the validity and accuracy of self‐assessments in health professions training , 1991, Academic medicine : journal of the Association of American Medical Colleges.

[37]  C. R. Christensen,et al.  Teaching and the case method , 1987 .