Long-term follow up of factual knowledge after a single, randomised problem-based learning course

BACKGROUND: The long-term effect of problem-based learning (PBL) on factual knowledge is poorly investigated. We took advantage of a previous randomised comparison between PBL and traditional teaching in a 3(rd )year course to follow up factual knowledge of the students during their 4(th )and 5(th )...

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Detalles Bibliográficos
Autores principales: Herzig, Stefan, Linke, Ralph-Mario, Marxen, Bent, Börner, Ulf, Antepohl, Wolfram
Formato: Texto
Lenguaje:English
Publicado: BioMed Central 2003
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC154095/
https://www.ncbi.nlm.nih.gov/pubmed/12675949
http://dx.doi.org/10.1186/1472-6920-3-3

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC154095/
https://www.ncbi.nlm.nih.gov/pubmed/12675949
http://dx.doi.org/10.1186/1472-6920-3-3

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