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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 )...
| Autores principales: | , , , , |
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| Formato: | Texto |
| Lenguaje: | English |
| Publicado: |
BioMed Central
2003
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| Materias: | |
| 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 |