Bradley P, Bligh J. (1999). One year’s experience with a clinical skills resource centre. Medical Education, (33):114-120.
Dent J. (2001). Current trends and future implications in the developing role of clinical skill centre. Medical Teacher, (23)5:483-488.
Issenberg S, Scalese R. (2007). Best evidence on high-fidelity simulation: what clinical teaches need to know. The Clinical Teacher, (4):73-77.
Ledingham I. McA, Harden R. (1998).Twelve tips for setting up a clinical skills training facility. Medical Teacher, (20)6:503-507.
Sandars J, Homer M, Pell G, Croker T. (2008). Web 2.0 and social software: the medical student way of e-learning. Medical Teacher, 30(3):308–312.
Eshach H, Bitterman H. (2003). From Case-based Reasoning to Problem-based Learning. Academic Medicine, 78(5):491–496.
Williams B. (2005). Case based learning—a review of the literature: is there scope for this educational paradigm in prehospital education? Emergency Medicine Journal, 22:577–581.
STUDENT LEARNING AND ASSESSMENT
Ben-David M, Davis M, Harden R, Howie P, Ker J, Pippard M. (2001). AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment. Medical Teacher, 23(6).
Chung, J &. Chow S. (2004). Promoting student learning through a student-centred problem-based learning subject curriculum. Innovations in Education and Teaching International, 41(2).
McLean M, Cilliers F, & Van Wyk JM. (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher, 30(6):555-584.
Steinert Y, Cruess S, Cruess R, & Snell L. (2005). Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Medical Education, 39(2):127-136.
MEDICAL EDUCATION DEPARTMENTS
Davis M, Karunathilake I, Harden R. (2005). AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher, 27(8):665-675.
PREPAREDNESS FOR INTERNSHIP
Brennan N, Corrigan O, Allard J et al. (2010).The transition from medical student to junior doctor: today’s experiences of Tomorrow’s Doctors. Medical Education 44(5):449–458.
Cave J, Goldacre M, Lambert T, Woolf K, Jones A, Dacre J. (2007). Newly qualified doctors' views about whether their medical school had trained them well: questionnaire surveys. BMC Medical Education, 7:38.
Dean S, Barratt A, Hendry G, Lyon P. (2003). Preparedness for hospital practice among graduates of a problem-based, graduate-entry medical program. MJA, 178:163-167.
Eley D. (2010). Postgraduates’ Perceptions of Preparedness for Work as a Doctor and Making Future Career Decisions: Support for Rural, Non-traditional Medical Schools. Education for Health, 23(2):374.
Eyal L, Cohen R. (2006). Preparation for clinical practice: a survey of medical students’ and graduates’ perceptions of the effectiveness of their medical school curriculum. Medical Teacher, 28(6):e162–e170.
Gome J, Paltridge D, Inder W. (2008). Review of intern preparedness and education experiences in General Medicine. Internal Medicine Journal, 38(4):249–253.
Hill J, Rolfe E, Pearson S & Heathcote A. (1998). Do junior doctors feel they are prepared for hospital practice? A study of graduates from traditional and non-traditional medical schools. Medical Education, 32(1):19-24.
Kelly C, Noonan C, Monagle J. (2011). Preparedness for internship: a survey of new interns in a large Victorian Health Service. Australian Health Review, 359(2):146–151.
Millan L, Semer B, Rodrigues J, Gianini R. (2012). Traditional learning and problem-based learning: self-perception of preparedness for internship. Revista da Associação Médica Brasileira (Journal of the Brazilian Medical Association), 58(5):594-599.
Scicluna, H, Grimm M, O’Sullivan A, Harris P J, Pilotto Jones D, McNeil H. (2012). Clinical capabilities of graduates of an outcomes-based integrated medical program. BMC Medical Education,12:23.
Barrett F, Lipsky M, Lutfiyya, M. (2011). The Impact of Rural Training Experiences on Medical Students: A Critical Review. Academic Medicine, 86(2):259-63.
De Vries E, Reid S. (2003). Do South African medical students of rural origin return to rural practice? S Afr Med, 93:789-793.
Delaney G, Lim S, Sar L, Yang S, Sturmberg J, Khadra M. (2002). Challenges to rural medical education: a student perspective. Aust. J. Rural Health,10(3):168–172.
Hanlon N, Halseth G, Snadden D. (2010). ‘‘We can see a future here’’: Place attachment, professional identity, and forms of capital mobilized to deliver medical education in an underserviced area. Health & Place, 16:909–915.
Henry J, Edwards B, Crotty B. (2009). Why do medical graduates choose rural careers? Rural and Remote Health 9:1083. (Online), Available from: http://www.rrh.org.au
Hudson J, Knight P, Weston M. (2012). Patient perceptions of innovative longitudinal integrated clerkships based in regional, rural and remote primary care: a qualitative study. BMC Family Practice, 13:72.
Hudson J, Weston K, Farmer E. (2011). Engaging rural preceptors in new longitudinal community clerkships during workforce shortage: a qualitative study. BMC Family Practice, 12:103.
Jones G, De Witt D, Cross M. (2007). Medical students' perceptions of barriers to training at a rural clinical school. Rural and Remote Health 7(2):685. (Online), Available from: http://www.rrh.org.au
Jones M, Humphreys J, Prideaux D. (2003). Predicting medical students’ intentions to take up rural practice after graduation. Medical Education, 43(10):1001–1009.
Maley M, Worley P, Dent J. (2009). Using rural and remote settings in the undergraduate medical curriculum: AMEE Guide No. 47. Medical Teacher, 31(11):969–983.
Norris T, Schaad D, DeWitt D, Ogur B, Hunt D, members of the Consortium of Longitudinal Integrated Clerkships (2009). Longitudinal Integrated Clerkships for Medical Students: An Innovation Adopted by Medical Schools in Australia, Canada, South Africa, and the United States. Academic Medicine, 84 (7):902-7.
Ranmuthugala G, Humphreys J, Solarsh B, Walters L, Worley P, Wakerman J, Dunbar J, Solarsh G. (2007). Where is the evidence that rural exposure increases uptake of rural medical practice? Aust. J. Rural Health, 15:285–288.
Roberts C, Daly M, Kumar K, Perkins D, Richards D, Garne D. (2012). A longitudinal integrated placement and medical students’ intentions to practise rurally. Medical Education, 46(2):179–191.
Sen Gupta T, Muray R, McDonell, A, Murphy B, Underhill A. (2008). Rural internships for final year students: clinical experience, education and workforce. Rural and Remote Health 8(1):827. (Online), Available: http://www.rrh.org.au
Smucny J, Beatty P, Grant W, Dennison T, Wolff L. (2005). An Evaluation of the Rural Medical Education Program of the State University of New York Upstate Medical University, 1990–2003. Academic Medicine, 80(8):733–738.
Strasser R, Lanphear J. (2008). The Northern Ontario School of Medicine: Responding to the Needs of the People and Communities of Northern Ontario. Education for Health, 21(3):212. Available from: http://www.educationforhealth.net
Strasser R. (2010). Community engagement: a key to successful rural clinical education. Rural and Remote Health 10(3):1543. (Online), Available from: http://www.rrh.org.au
Tesson G, Curran V, Pong R, Strasser R. (2005). Advances in Rural Medical Education in Three Countries: Canada, the United States and Australia. Education for Health, 18(3):405 – 415.
Toomey P, Hanlon N, Bates J, Poole G, Lovato C. (2011). Exploring the role of social capital in supporting a regional medical education campus. Rural and Remote Health,11(4):1774. (Online), Available: http://www.rrh.org.au
Toomey P, Lovato C, Hanlon N, Poole G, Bates J. (2013). Impact of a Regional Distributed Medical Education Program on an Underserved Community: Perceptions of Community Leaders. Academic Medicine, 88(6).
Walker J, DeWitt D, Pallant J, Cunningham C. (2012). Rural origin plus a rural clinical school placement is a significant predictor of medical students’ intentions to practice rurally: a multi-university study. Rural and Remote Health, 12:1908. (Online), Available: http://www.rrh.org.au
Walters L, Worley P, Mugford B. (2003). The parallel rural community curriculum: is it a transferable model? Rural and Remote Health, 3(3):236. (Online), Available from: http://www.rrh.deakin.edu.au
Waters B, Hughes J, Forbes K, Wilkinson D. (2006). Comparative academic performance of medical students in rural and urban clinical settings. Medical Education, 40(2):117–120.
Worley P, Esterman A, Prideaux D. (2004). Cohort study of examination performance of undergraduate medical students learning in community settings. BMJ, 328:207-9.
Worley P, Prideaux D, Strasser R, Magarey A, Marc R. (2006). Empirical evidence for symbiotic medical education: a comparative analysis of community and tertiary-based programmes. Medical Education, 40(2):109–116.
Worley P, Prideaux D, Strasser R, March R, Worley E. (2004). What do medical students actually do on clinical rotations? Medical Teacher, 26(7):594-598.
Worley P, Silagy C, Prideaux D, Newble D, Jones A. (2003). The Parallel Rural Community Curriculum: an integrated clinical curriculum based in rural general practice. Medical Education, 34(7):558-565.
Zink T, Power D, Finstad D, Brooks K. (2010). Is There equivalency between students in Longitudinal, Rural Clerkship and a Traditional Urban-based Program? Family Medicine, 42(10):702-6.
COMMUNITY-BASED EDUCATION (CBE)
Diab P, Flack P. (2013). Benefits of community-based education to the community in South African health science facilities. African Journal of Primary Health Care & Family Medicine, 5(1).
Eldin M, Magzoub A, Schmidt H. (2000). A Taxonomy of Community-based Medical Education. Academic Medicine, 75(7):699–707.
Kaye D, Mwanika A, Burnham G, Chang L, et al. (2011). The organization and implementation of community-based education programs for health worker training institutions in Uganda. BMC International Health and Human Rights, 11(Suppl 1):S4.
Kristina T, Majoor G, Vleute C. (2006). Comparison of outcomes of a community-based education programme executed with and without active community involvement. Medical Education, 40(8):798–806.
Kristina T, Majoor G, Vleute C. (2005). Does CBE Come Close To What It Should Be? A Case Study from the Developing World. Evaluating a Programme in Action Against objectives on Paper. Education for Health, 18(2):194 – 208.
Mabuza L, Diab P, Reid S, et al. (2013). Communities’ views, attitudes and recommendations on community-based education of undergraduate Health Sciences students in South Africa: A qualitative study. African Journal of Primary Health Care & Family Medicine, 5(1).
Margolis C. (2000). Community-based medical education. Medical Teacher, 22(5).
Mash B, de Villiers M. (1999). Community-based training in Family Medicine a different paradigm. Medical Education, 33(10):725-729.
Mennin S, Mennin R. (2006). Community-based medical education. The Clinical Teacher, 3: 90–96.
Okayama M, Kajii E. (2011). Does community-based education increase students’ motivation to practice community health care? - a cross sectional study. BMC Medical Education, 11:19.