Problem-based learning in pre-clinical medical education: 22 years of outcome research.
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Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectivesComparison of the problem based learning-driven with the traditional didactic-lecture-based curricula.Preparedness for practice: the perceptions of medical graduates and clinical teams.Social Media: Portrait of an Emerging Tool in Medical Education.Indian medical students' perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all.Use of epidemiological data as the basis for developing a medical curriculum.Clinical capabilities of graduates of an outcomes-based integrated medical program.Acquiring evidence-based medicine and research skills in the undergraduate medical curriculum: three different didactical formats comparedImproving the learning of clinical reasoning through computer-based cognitive representation.Integrative vs. Traditional Learning from the Student PerspectiveStudents' perception towards the problem based learning tutorial session in a system-based hybrid curriculumUnderstanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectivesVisualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning.Problem-based learning: Dental student's perception of their education environments at Qassim University.Class attendance and cardiology examination performance: a study in problem-based medical curriculumInfluence of PBL with open-book tests on knowledge retention measured with progress tests.Teaching musculoskeletal clinical skills to medical trainees and physicians: a Best Evidence in Medical Education systematic review of strategies and their effectiveness: BEME Guide No. 18.The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21.The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.Effectiveness of teaching evidence-based medicine to undergraduate medical students: a BEME systematic review.Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review.Process-oriented guided-inquiry learning: a natural fit for occupational therapy education.Building capacity for education research among clinical educators in the health professions: A BEME (Best Evidence Medical Education) Systematic Review of the outcomes of interventions: BEME Guide No. 34.An Analysis of the Perceptions and Resources of Large University Classes.PBL and beyond: trends in collaborative learning.Towards a program of focused and applied curriculum research.Dermatology teaching in Australian Medical Schools.A multiyear analysis of team-based learning in a pharmacotherapeutics course.PBL 2.0: enhancing problem-based learning through increased student participation.Analytical essay writing: a new activity introduced to a traditional curriculum.Transfer of take-home messages in graduate ICU education.High-fidelity simulation is superior to case-based discussion in teaching the management of shock.What is an objective structured practical examination in anatomy?Elaboration during problem-based group discussion: effects on recall for high and low ability students.Educational Intervention on Undergraduate Cancer Awareness and Self-Directed Learning.Incorporating active learning in psychiatry education.The role of environmental and individual characteristics in the development of student achievement: a comparison between a traditional and a problem-based-learning curriculum.Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning.Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice.
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P2860
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
description
article científic
@ca
article scientifique
@fr
articolo scientifico
@it
artigo científico
@pt
bilimsel makale
@tr
scientific article published on January 2010
@en
vedecký článok
@sk
vetenskaplig artikel
@sv
videnskabelig artikel
@da
vědecký článek
@cs
name
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
@en
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
@nl
type
label
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
@en
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
@nl
prefLabel
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
@en
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
@nl
P2093
P2860
P1433
P1476
Problem-based learning in pre-clinical medical education: 22 years of outcome research.
@en
P2093
Anna Oswald
Carol Spooner
Lisa Hartling
P2860
P356
10.3109/01421590903200789
P577
2010-01-01T00:00:00Z