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Learning from the problems of problem-based learning
BACKGROUND: The last decade has witnessed a rapid expansion of biomedical knowledge. Despite this, fashions in medical education over the same period have shifted away from factual (didactic) teaching and towards contextual, or problem-based, learning (PBL). This paradigm shift has been justified by...
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| Formato: | Texto |
| Lenguaje: | English |
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BioMed Central
2004
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC328087/ https://www.ncbi.nlm.nih.gov/pubmed/14713320 http://dx.doi.org/10.1186/1472-6920-4-1 |