References and publications

Barnsley L, Lyon PM, Ralston SJ, Hibbert EJ, Cunningham I, Gordon FC, Field MJ. (2004) Clinical skills in junior medical officers: a comparison of self-reported confidence and observed competence. Medical Education, 38(4):358-67.

Barrows H (1985) Designing a Problem Based Curriculum for the Pre-Clinical Years.

Biggs J (1999) What the student does: teaching for enhanced learning. Higher Education Research and Development. 18: 57-75.

Biggs JB (1999) Teaching for quality learning in university. Buckingham, Open University Press.

Brookfield SD (1986) Understanding and Facilitating Adult Learning: A comprehensive analysis of principles and effective practices. San Francisco: Jossey-Bass.

Daloz LA (1986) Effective Teaching and Mentoring - realizing the transformational power of adult learning experiences. Jossey-Bass.

Daly M, and Willcock S. (2002) Examining stress and responses to stress in medical students and new medical graduates Medical Journal of Australia, 177, S14-S15

Dean SJ, Barratt AL, Hendry GD, and Lyon PMA. (2003). Preparedness for hospital practice among graduates of a problem-based graduate-entry medical program. Medical Journal of Australia, 178(3).

Department of Educational Development and Evaluation (now OTLM), Faculty of Medicine, University of Sydney (2000) Innovation in Medical Education: A Case Study from the University of Sydney. Occasional Paper Series. Higher Education Division, DETYA.

Engel CE (1991) Not just a method but a way of learning. In D Boud & G Feletti (Eds) The Challenge of Problem Based Learning. London: Kogan Page.

Gordon JJ, and Lyon PM. (1998) As others see us: student's role models in medicine. Medical Journal of Australia. 169 (2): 103-5.

Gordon J (2002) Listening Ch. 3. In C. Berglund and D. Saltman. Communication for Health Care. South Melbourne: Oxford University Press

Gordon J (2003). Assessing students’ personal and professional development using portfolios and interviews. Medical Education, 37, 335-340

Gordon J (2003). Fostering students’ personal and professional development in medicine: a new framework for PPD. Medical Education, 37, 341-349

Gordon J (2003). One to one teaching and feedback. British Medical Journal, 326, 543-545.

Gordon J, Hazlett C, ten Cate O, Mann K, Kilminster S, Prince K, O’Driscoll E, Snell L, and Newble D. (2000) Strategic planning in medical education: enhancing the learning environment for students in clinical settings Medical Education, 34:841-850

Hendry GD, and Barratt A. (2002) Evidenced-based education: How can we decide on the best way to teach? Focus on Health Professional Education: A Multi-Disciplinary Journal, 4(1), 4-11

Hendry GD, and Dean S. (2002) Accountability, evaluation of teaching and expertise in higher education. The International Journal for Academic Development, 7(1), 75-82

Hendry GD, and Dean SJ. (2002). Accountability, evaluation of teaching and expertise in higher education. The International Journal for Academic Development, 7(1), 75-82

Hendry GD, Cumming RG, Lyon PM, and Gordon J. (2001) Student-centred course evaluation in a four-year, problem-based medical programme: issues in collaboration and management of feedback. Assessment and Evaluation in Higher Education, 26(4), 327-339

Hendry GD, Lyon PM, Field MJ, and Skinner CA. (2001) The Qualities of a good lecture in problem-based programs: A comparison of lecturers’ and students’ views in the preclinical years. Focus on Health Professional Education: A Multidisciplinary Journal, 3(2),79-81

Hendry GD, Phan H, Lyon PM, and Gordon J. (2002) Student evaluation of expert and non-expert problem-based learning tutors. Medical Teacher, 24(5), 544-549

Hendry GD, Phan H, Lyon T, and Gordon J. (2002). Student evaluation of expert and non- xpert problem based learning tutors. Medical teacher, 5, 544-549

Hendry GD, Ryan G, and Harris J. (2003). Group problems in problem based learning. Medical Teacher, 25(6), 609-616

Lyon PM. (2003) Making the most of learning in the operating theatre: student strategies and curricular initiatives. Medical Education, 37, 680-688.

Lyon PM, and Hendry GD. (2002). The use of the course experience questionnaire as a monitoring evaluation tool in a problem-based medical programme. Assessment & Evaluation in Higher Education, 27(4), 339-352.

Lyon PMA, and Brew A. (2003) Reflection on learning in the operating theatre. Journal of Reflective Practice, 4(1), 53-66

Marel GM, Lyon PM, Field MJ, Barnsley L, Hibbert E, and Parise A. (2000) Clinical skills in early postgraduate medical trainees: Patterns of acquisition of confidence and experience among junior doctors in a university teaching hospital. Medical Education, 34(12), 1013-1015.

Marton F, and Saljo R. (1976) On qualitative differences in learning. I Outcome and process. British Journal of Educational Psychology, 46: 4-11.

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. Academic Medicine, 74: 178-185.

McNeill PM, and Walton M. (2002) Medical harm and consequences of error for doctors Medical Journal of Australia, 176, 222-225

Mennin S, and Webb G. (Eds). Problem-Based Learning: Case Studies, Experience and Practice. London: Kogan Page.

Moss J, and Hendry G. (2002) Use of electronic surveys in course evaluation British Journal of Educational Technology, 33(5), 583-592

Moss J, and Hendry GD. (2002). Use of electronic surveys in course evaluation. British Journal of Educational Technology, 33(5), 583-592

Nightingale P (1995) Assessing Learning in Universities.

Power BD, White AJ, and Sefton AJ. (2003). Research within a medical degree: the combined MBBS-PhD program at the University of Sydney. Medical Journal of Australia, 179, 614-616

Prideaux D, Saunders N, Schofield K, Wing L, Gordon J, Hays R, Worley P, Martin A, and Paget N. (2001) Country report: Australia Medical Education, 35, 495-504

Prideax D, Teubner J, Sefton A, Field M, Gordon J, and Price D. (2000) The consortium of Graduate Medical Schools in Australia: formal and informal collaboration in medical education. Medical education, 34:449-454.

Ryan G, Dolling T, and Barnet S. (2004) Supporting the problem-based learning process in the clinical years: evaluation of an online Clinical Reasoning Guide. Medical Education, 38(6):638-45.

Ryan G (2000) Problem-based learning and the development of students’ metacognitive abilities. Journal of Excellence in College Teaching, 11(2&3), 227-251

Sefton A (2001) Integrating knowledge and practice in medicine Ch.4. In J. Higgs and A. Titchen (Eds). Practice Knowledge and Expertise in the Health Professions. Oxford: Butterworth- Heinemann.

Sefton A (2001) Overcoming obstacles Ch.7. In: P. Schwartz,

Sefton A (2001) Problem-based learning Ch.14. In J.A. Dent, and R.M. Harden (Eds). A Practical Guide for Medical Teachers. London: Churchill Livingstone.

Sefton A, Gordon J, and Field M. (2000) Teaching clinical reasoning to medical students. Ch.19. In: J. Higgs and M. Jones (Eds). Clinical Reasoning in the Health Professions (2nd Edn). Oxford: Butterworth Heinemann.

Sefton AJ (2000) Curriculum change In: J. Gordon (Ed). Curriculum Development. DETYA Publications

Sefton AJ, and Field MJ. (2000) Curriculum Design In: J. Gordon (Ed). Curriculum Development. DETYA Publications

Sinclair KE (1997) Workforce Competencies of College Graduates. In HF O'Neill (Ed) Workforce Readiness: Competencies and assessment. Hillsdale NJ: Erlbaum.

Sullivan EA, Willcock S, Ardzejewska K, and Slaytor EK. (2002) A pre-employment programme for overseas trained doctors entering the Australian workforce, 1997-99 Medical Education, 36, 614-621

Walton M (2001) What do patients want? RACP News, 20(2) March, 3-6

Walton M (2001) Why complaining is good for medicine Internal Medicine Journal, 31, 75-76

Walton M (2002) Sex and the practitioner: The predator Australian Journal of Forensic Science, 34, 7-16

Ward JP, Gordon J, Field MJ, and Lehmann HP (2001) Communication and information technology in medical education The Lancet, 357: 792-796