Azer, S. A., Guererro, A. P. S., Walsh, A. (2013). Enhancing learning approaches: Practical tips for students and teachers. Medical Teacher, 35, 433-443.
Biggs, J., Kember, D., Leung, D. Y. P. (2001). The revised two factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.
Byrne, A. T., Arnett, R., Farrell, T., Sreenan, S. (2014). Comparison of performance in a four year graduate entry medical programme and a traditional five/six year programme. BMC medical education, 14(1), 1.
Chen, Y., Henning, M., Yielder, J., Jones, R., Wearn, A., Weller, J. (2015). Progress testing in the medical curriculum: students' approaches to learning and perceived stress. BMC medical education, 15(1), 147.
Cole, C. R. (1985). Differences between conventional and problem-based curricula in their students' approaches to studying. Medical Education, 19(4), 308–309.
Cullen, W., Power, D., Bury, G. (2007) The Introduction of graduate entry medical programmes: Potential benefits and likely challenges. Irish Medical Journal, 100(6), 500-504.
Feeley, A. M., Biggerstaff, D. L. (2015). Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students. Teaching and learning in medicine, 27(3), 237-244.
Gale, N. K., Heath, G., Cameron, E., Rashid, S., Redwood, S. (2013). Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC medical research methodology, 13(1), 117.
Garrud, P. (2011) Who applies and who gets admitted to UK graduate entry medicine? - an analysis of UK admission statistics. BMC Medical Education, 11:71, 1-4.
George, C. (2007). Should all medical students be graduates first? NO. BMJ, 335(7629), 1073-1073.
Gurpinar, E., Kulac, E., Tetik, C., Akdogan, I., Mamakli, S. (2013). Do learning approaches of medical students affect their satisfaction with problem-based learning? Advances in physiology education, 37(1), 85-88.
James, D., Ferguson, E., Powis, D., Symonds, I., Yates, J. (2008) Graduate entry to medicine: widening academic and socio-demographic access. Medical Education, 42, 294–300.
Kronqvist, P., Mäkinen, J., Ranne, S., Kääpä, P., Vainio, O. (2007) Study orientations of graduate entry medical students. Medical Teacher, 29, 836–838.
Kusurkar, R. A., Croiset, G., Galindo-Garré, F., Ten Cate, O. (2013). Motivational profiles of medical students: association with study effort, academic performance and exhaustion. BMC medical education, 13(1), 1.
López, B. G., Cerveró, G. A., Rodríguez, J. M. S., Félix, E. G., Esteban, P. R. G. (2013). Learning styles and approaches to learning in excellent and average first-year university students. European journal of psychology of education, 28(4), 1361-1379.
McParland, M., Noble, L. M., Livingston, G. (2004). The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Medical Education, 38(8), 859–867.
Neher, J. O., Gordon, K. C., Meyer, B., Stevens, N. (1992). A five-step "microskills" model of clinical teaching. The Journal of the American Board of Family Practice, 5(4), 419-424.
Newble, D. I., Clarke, R. M. (1986). The approaches to learning of students in a traditional and in an innovative problem-based medical school. Medical Education, 20(4), 267–273.
Newble, D. I., Entwistle, N. J. (1986). Learning styles and approaches: implications for medical education. Medical education, 20(3), 162-175.
Pask, G. (1976). Styles and strategies of learning. British journal of educational psychology, 46(2), 128-148.
Peile, E. (2007). Should all medical students be graduates first? Yes. BMJ, 335(7629), 1072-1072.
Powis, D., Hamilton, J., Gordon, J. (2004) Are graduate entry programmes the answer to recruiting and selecting tomorrow's doctors? Medical Education, 38, 1147–1153
Rapport, F., Jones, G. F., Favell, S., Bailey, J., Gray, L., Manning, A., & Cowell, C. (2009). What influences student experience of Graduate Entry Medicine? Qualitative findings from Swansea School of Medicine. Medical teacher, 31(12), e580-e585.
Sandover, S., Jonas-Dwyer, D., Marr, T. (2015) Graduate entry and undergraduate medical students' study approaches, stress levels and ways of coping: a five year longitudinal study. BMC Medical Education, 15(5), 2-11.
Stalmeijer, R. E., McNaughton, N., Van Mook, W. N. K. A. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical Teacher, 36, 923–939.
Taylor, D. C., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical teacher, 35(11), e1561-e1572.
Ten Cate, Th. J., Kusurkar, R. A., Williams, G. C. (2011) How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Medical Teacher, 33, 961–973
Tsingos, C., Bosnic-Anticevich, S., Smith, L. (2015). Learning styles and approaches: Can reflective strategies encourage deep learning? Currents in Pharmacy Teaching and Learning, 7(4), 492-504.
University of Liverpool School of Medicine. (2014) Liverpool MBChB Curriculum 2014- Final Curriculum Review Report. Retrieved 08/06/16 from https://www.liverpool.ac.uk/media/livacuk/schoolofmedicine/New,MBChB,curriculum,2014,FINAL,231013.pdf
Wilkinson, T. J., Wells, J. E., Bushnell, J. A. (2004). Are differences between graduates and undergraduates in a medical course due to age or prior degree? Medical education, 38(11), 1141-1146.
Yardley, S., Tuinissen, P. W., Dornan, T. (2012). Experiential learning: AMEE guide No. 63. Medical teacher, 34(2), e102-e115.