A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results—a just pre-pandemic randomised controlled mixed-method study

We tested for feasibility, acceptance, and “non-inferiority” of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL). In a just pre-pandemic, randomised controlled trial, 317...

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Detalles Bibliográficos
Autores principales: Servos, Ulrike, Reiß, Birger, Stosch, Christoph, Karay, Yassin, Matthes, Jan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2022
Materias:
Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9581769/
https://www.ncbi.nlm.nih.gov/pubmed/36264299
http://dx.doi.org/10.1007/s00210-022-02306-3

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9581769/
https://www.ncbi.nlm.nih.gov/pubmed/36264299
http://dx.doi.org/10.1007/s00210-022-02306-3

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