Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials

BACKGROUND: Problem-based learning (PBL) combined lecture based learning (LBL) has been a trend adopted as a new medical pedagogical approach in Chinese medical teaching. This study aims to evaluate the impacts of hybrid PBL and LBL pedagogy compared with LBL teaching method on the learning achievem...

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Detalles Bibliográficos
Autores principales: Liu, Chun-Xiao, Ouyang, Wei-Wei, Wang, Xiao-Wen, Chen, Dan, Jiang, Zhao-Lei
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer Health 2020
Materias:
5400
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7220526/
https://www.ncbi.nlm.nih.gov/pubmed/32311943
http://dx.doi.org/10.1097/MD.0000000000019687

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7220526/
https://www.ncbi.nlm.nih.gov/pubmed/32311943
http://dx.doi.org/10.1097/MD.0000000000019687

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