“…Factors perceived as predicative of CLE have included physical facilities and resources (Fretwell, 1980, Reed & Price, 1991, variety and frequency of patient diagnoses and conditions (Fretwell, 1980, Jacka & Lewin, 1986, ward speciality (Fretwell, 1980), patient turnover (Fretwell, 1980, Jacka & Lewin, 1986, patient allocation (Reed & Price, 1991), ward routine (Fretwell, 1980, Reed & Price, 1991, ward workload (Fretwell, 1980), student allocation (Fretwell, 1980, Jacka & Lewin, 1986, Reed & Price, 1991, role clarity (Hart, 1992), structure of supervision of staff (Fretwell, 1980, Hart, 1992, structure of teaching (Biggs, 1987, Fretwell, 1980, Hart, 1992, Keeves, 1972, Reed & Price, 1991, application of research to practice (Reed & Price, 1991) and assessment of learning outcomes (Biggs, 1987, Keeves, 1972, Reed & Price, 1991. In addition, the relationship between classroom and clinical content (Reed & Price, 1991), ward atmosphere (Fretwell, 1980, Reed & Price, 1991, staff relationships (Fretwell, 1980, Reed & Price, 1991, commitment to teaching (Keeves, 1972, Orton, 1981, Reed & Price, 1991, commitment to learning (Keeves, 1972, Orton, 1981, Reed & Price, 1991, commitment to patient care …”