ARTICLE;
CURRICULUM;
EDUCATION;
HEALTH CARE QUALITY;
HEALTH ECONOMICS;
HUMAN;
INFORMATION PROCESSING;
INTERVIEW;
MEDICAL EDUCATION;
METHODOLOGY;
UNITED KINGDOM;
CURRICULUM;
DATA COLLECTION;
ECONOMICS, MEDICAL;
EDUCATION, MEDICAL, UNDERGRADUATE;
EDUCATIONAL MEASUREMENT;
GREAT BRITAIN;
HUMANS;
INTERVIEWS AS TOPIC;
PROGRAM EVALUATION;
Do we all mean the same thing by "problem-based learning"? A review of the concepts and a formulation of the ground rules
Maudsley G. 1999. Do we all mean the same thing by "problem-based learning"? A review of the concepts and a formulation of the ground rules. Acad Med 74:178-185.
The current state of medical school education in bioethics, health law, and health economics
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Persad GC, Elder L, Sedig L, Flores L, Emanuel EJ. 2008. The current state of medical school education in bioethics, health law, and health economics. J Law, Med Ethics 36:89-94, 4.
Relevant behavioural and social science for medical undergraduates: A comparison of specialist and non-specialist educators
Peters S, Livia A. 2006. Relevant behavioural and social science for medical undergraduates: A comparison of specialist and non-specialist educators. Med Ed 40:1020-1026.
Social and behavioural science education in UK medical schools: Current practice and future directions
Russell A, Van Teijlingen E, Lambert H, Stacy R. 2004. Social and behavioural science education in UK medical schools: Current practice and future directions. Med Educ 38:409-417.
Scottish Deans' Medical Curriculum Group, Aberdeen, Scotland
Scottish Deans' Medical Curriculum Group 2002. The Scottish Doctor. Undergraduate Learning Outcomes and Their Assessment: A Foundation for Competent and Reflecive Practitioners. Aberdeen, Scotland.
Medical, law, and business students' perceptions of the changing health care system
Wilkes M, Coulter I, Hurwitz E. 1998. Medical, law, and business students' perceptions of the changing health care system. Social Sci Med 47:1043-1049.
