Maudsley, G. Medical students' expectations and experience as learners in a problem-based curriculum: a ‘mixed methods’ research approach. [Doctor of Medicine (MD) thesis, Public Health/Medical Education]. The University of Liverpool: Liverpool, 2005.Google Scholar

Bligh, J. Professionalism. Med Educ. 2005; 39(1): 2005.CrossRefGoogle ScholarPubMed

Jha, V, Bekker, HL, Duffy, SRG, Roberts, TE. Perceptions of professionalism in medicine: a qualitative study. Med Educ. 2006; 40(10): 1027–1036.CrossRefGoogle ScholarPubMed

,General Medical Council. Good Medical Practice. London: General Medical Council, 2006.Google Scholar

Beauchamp, TL, Childress, JF. Principles of Biomedical Ethics. Oxford: Oxford University Press, 2001.Google Scholar

Lloyd-Jones, G, Ellershaw, J, Wilkinson, S, Bligh, JG. The use of multidisciplinary consensus groups in the planning phase of an integrated problem-based curriculum. Med Educ. 1998; 32(3): 278–282.CrossRefGoogle ScholarPubMed

Hafferty, FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 1998; 73(4): 403–407.

Hundert, EM, Hafferty, F, Christakis, D. Characteristics of the informal curriculum and trainees' ethical choices. Acad Med. 1996; 71(6): 624–633.CrossRefGoogle ScholarPubMed

Haas, J, Shaffir, W. Ritual evaluation of competence—the hidden curriculum of professionalization in an innovative medical school program. Work and Occupations 1982; 9(2): 131–154.CrossRefGoogle Scholar

Cribb, A, Bignold, S. Towards the reflexive medical school: the hidden curriculum and medical education research. Studies in Higher Education 1999; 24(2): 195–209.CrossRefGoogle Scholar

Cornwell, J. Hard-Earned Lives: Accounts of Health and Illness from East London. London: Tavistock, 1984.Google Scholar

Fryer-Edwards, K. Addressing the hidden curriculum in scientific research. The Am J. Bioethics 2002; 2(4): 58–59.CrossRefGoogle ScholarPubMed

,Oxford English Dictionary. [2nd edition with updates] June 2007. Last available May 3, 2008 from: http://dictionary.oed.com.

,General Medical Council. Tomorrow's Doctors: Recommendations on Undergraduate Med Educ.. London: General Medical Council, 1993.Google Scholar

Bligh, J. Identifying the core curriculum—the Liverpool approach. Med Teach. 1995; 17(4): 383–390.CrossRefGoogle Scholar

Maudsley, G.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. 1999; 74(2): 178–185.CrossRefGoogle Scholar

Maudsley, G. Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum. BMJ 1999; 318(7184): 657–661.CrossRefGoogle ScholarPubMed

Schmidt, HG.Problem-based learning: rationale and description. Med Educ. 1983; 17(1), 11–16.CrossRefGoogle ScholarPubMed

Sheard, S. Developing history of medicine in the University of Liverpool medical curriculum 1995–2005. Med Educ. 2006; 40(10): 1045–1052.CrossRefGoogle ScholarPubMed

Bradley, P, Bligh, J. One year's experience with a clinical skills resource centre. Med Educ. 1999; 33(2): 114–120.CrossRefGoogle ScholarPubMed

Humphris, GM, Kaney, S. Assessing the development of communication skills in undergraduate medical students. Med Educ. 2001; 35(3): 225–231.CrossRefGoogle ScholarPubMed

Bradley, P, Humphris, G. Assessing the ability of medical students to apply evidence in practice: the potential of the OSCE. Med Educ. 1999; 33(11): 815–817.CrossRefGoogle ScholarPubMed

Scally, G, Donaldson, LJ.Looking forward: Clinical governance and the drive for quality improvement in the new NHS in England. BMJ 1998; 317: 61–65.CrossRefGoogle Scholar

Pellegrino, ED. Professionalism, profession and the virtues of the good physician. Mt. Sinai J. Med. 2002; 69(6): 378–384.Google ScholarPubMed

,Royal College of Physicians. Doctors in Society: Medical Professionalism in a Changing World. Report of a Working Party of the Royal College of Physicians of London. London: RCP, 2005.Google Scholar

,World Medical Association. Declaration of Geneva (last amended 2006). Ferney-Voltaire: World Medical Association, 2006 version: [page on the Internet]. Last available May 3, 2008 from: www.wma.net/e/policy/c8.htm.Google Scholar

Wear, D. On white coats and professional development: the formal and the hidden curricula. Ann Int. Med. 1998; 129(9):734–737.CrossRefGoogle ScholarPubMed

Dangerfield, P, Bradley, P, Gibbs, T. Learning gross anatomy in a clinical skills course. Clin Anat. 2000; 13(6): 444–447.3.0.CO;2-W>CrossRefGoogle Scholar

Maudsley, G, Williams, EMI, Taylor, DCM. Problem-based learning at the receiving end: a ‘mixed methods’ study of junior medical students'. Advances in Health Sciences Education 2007 [‘Online First’: DOI 10.1007/s10459-006-9056-9]Google ScholarPubMed

,General Medical Council. Tomorrow's Doctors: Recommendations on Undergraduate Med Educ.. London: General Medical Council, 2003.Google Scholar

Humphris, G, Kaney, S. The encouragement of ‘perfect’ health professionals. Med Educ. 1998; 32(5): 452–455.CrossRefGoogle ScholarPubMed

Platt, MJ, Alfirevic, Z, McLaughlin, PJ. The ‘Critical Thinking Module’—a grant proposal simulation exercise. Med Educ. 2000; 34(11): 951–952.Google ScholarPubMed

Klass, D. A performance-based conception of competence is changing the regulation of physicians' professional behavior. Acad Med. 2007; 82(6): 529–535.CrossRefGoogle ScholarPubMed

Taylor, DCM, Royles, B, Sayle, E. The student view of professionalism changes as they progress through an undergraduate medical course. [Abstract] Parallel session presentation at “Association for the Study of Med Educ. (ASME) Annual Scientific Meeting” ASME scientific meeting 2007; Keele University, September 11–13, 2007.

,General Medical Council and Medical Schools Council. Medical Students: Professional Behaviour and Fitness to Practise. London: General Medical Council and Medical Schools Council, 2007.Google Scholar

Bligh, J, Lloyd-Jones, G, Smith, G. Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching. Med Educ. 2000; 34(6): 487–489.CrossRefGoogle ScholarPubMed

Watmough, S, Taylor, D, Garden, A. Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre-registration house officers (PRHOs): a qualitative study. Med Educ. 2006; 40(10): 995–1001.CrossRefGoogle ScholarPubMed

Watmough, S, Garden, A, Taylor, D. Pre-registration house officers' views on studying under a reformed medical curriculum in the UK. Med Educ. 2006; 40(9): 893–899.CrossRefGoogle Scholar

Doran, T, Maudsley, G, Zakhour, HD. Time to think? Questionnaire survey of pre-registration house officers' experiences of critical appraisal in the Mersey Deanery. Med Educ. 2007; 41(5): 487–494.CrossRefGoogle ScholarPubMed

Maudsley, G, Strivens, J. Promoting professional knowledge, experiential learning and critical thinking for medical students. Med Educ. 2000; 34(7): 535–544.CrossRefGoogle ScholarPubMed

Maudsley, G. What issues are raised by evaluating problem-based undergraduate medical curricula? Making healthy connections across the literature. J. Eval in Clin Practice 2001; 7(3): 311–324.CrossRefGoogle ScholarPubMed

Mattick, K, Bligh, J. Undergraduate ethics teaching: revisiting the consensus statement. Med Educ. 2006; 40(4): 329–332.CrossRefGoogle ScholarPubMed

,Anonymous. Consensus statement by teachers of medical ethics and law in UK medical schools. Teaching medical ethics and law within medical education: a model for the UK core curriculum. J. Med Ethic 1998; 24(3): 188–92.CrossRefGoogle Scholar

Maudsley, G, Williams, EMI, Taylor, DCM. Junior medical students' notions of a ‘good doctor’ and related expectations: a mixed methods study. Med Educ. 2007; 41(5): 476–486.CrossRefGoogle ScholarPubMed

Martin, S. What is a good doctor? Patient perspective. Am J. Obs Gyn. 1998; 178(4): 752–754.CrossRefGoogle ScholarPubMed

Ginsburg, S, Stern, D. The professionalism movement: behaviors are the key to progress. Am J. Bioethics 2004; 4(2): 14–15.CrossRefGoogle ScholarPubMed

Evans, PA, Taylor, DCM. Staff development of tutor skills for problem-based learning. Med Educ. 1996; 30(5): 365–366.CrossRefGoogle ScholarPubMed

Steinert, Y, Cruess, S, Cruess, R, Snell, L. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Med Educ. 2005; 39(2):127–136.CrossRefGoogle ScholarPubMed

Steinert, Y, Cruess, RL, Cruess, SR, Boudreau, JD, Fuks, A. Faculty development as an instrument of change: a case study on teaching professionalism. Acad Med. 2007; 82(11): 1057–1064.CrossRefGoogle ScholarPubMed

Maudsley, G. Making sense of trying not to teach: an interview study of tutors' ideas of problem-based learning. Acad Med. 2002; 77(2): 162–172.CrossRefGoogle Scholar

Maudsley, G. The limits of tutors' ‘comfort zones’ with four integrated knowledge themes in a problem-based undergraduate medical curriculum (Interview study). Med Educ. 2003; 37(5): 417–423.CrossRefGoogle Scholar

Fowell, S, Fewtrell, R, McLaughlin, PJ. Estimating the minimum number of judges required for test-centred standard setting on written assessments. Do discussion and iteration have an influence?Adv Health Sci Educ. 2008; 13(1): 11–24. [2006 ‘Online First’: DOI 10.1007/s10459-006-9027-1]CrossRefGoogle ScholarPubMed

Taylor, D. What students want from their pastoral care system. In: Adv Med Educ. Scherpbier, AJJA, Vleuten, CPM, Rethans, JJ, , Steeg (editors). Dordrecht: Kluwer Academic Publishers, 1997: 803–804.CrossRefGoogle Scholar

Taylor, D. Personal development. Med Educ. 1997; 31(Suppl. 1: Conference proceedings on: The transition from medical student to medical practitioner. Cambridge, July 16–18, 1997): 15–16.CrossRefGoogle ScholarPubMed

Norman, GR, Schmidt, HG. Effectiveness of problem-based learning curricula: theory, practice and paper darts. Med Educ. 2000; 34(9): 721–728.CrossRefGoogle ScholarPubMed

Norman, GR, Schmidt, HG. The psychological basis of problem-based learning: a review of the evidence. Acad Med. 1992; 67(9): 557–565.CrossRefGoogle Scholar

Albanese, MA, Mitchell, S.Problem-based learning: a review of literature on its outcomes and implementation issues. Acad Med. 1993; 68(1): 52–81.CrossRefGoogle ScholarPubMed

Vernon, DTA, Blake, RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med. 1993; 68(7): 550–563.CrossRefGoogle Scholar

Berkson, L.Problem-based learning: have the expectations been met?Acad Med. 1993; 68(10 Suppl.): S79–S88.Google ScholarPubMed

Lloyd-Jones, G, Hak, T. Self-directed learning and student pragmatism. Adv Health Sci Educ. 2004; 9(1): 61–73.CrossRefGoogle ScholarPubMed

Dangerfield, P, Dornan, T, Engel, C, Maudsley, G, Naqvi, J, Powis, D, Sefton, A. A Whole System Approach to Problem-Based Learning in Dental, Medical and Veterinary Sciences—A Guide to Important Variables. Manchester: The Centre for Excellence in Enquiry Based Learning (CEEBL); a Centre of Excellence in Teaching & Learning (CETL); University of Manchester, 2007: [on the Internet]. Last available May 3, 2008 from: www.campus.manchester.ac.uk/ceebl/resources/resourcepacks/pblsystemapproach_v1.pdf.Google Scholar