Supplemental Online Pharmacology Modules Increase Recognition and Production Memory in a Hybrid Problem-Based Learning (PBL) Curriculum
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education,Medicine (miscellaneous)
Link
http://link.springer.com/content/pdf/10.1007/s40670-015-0134-6.pdf
Reference34 articles.
1. Patel VL, Yoskowitz NA, Arocha JF. Towards effective evaluation and reform in medical education: a cognitive and learning sciences perspective. Adv Health Sci Educ Theory Pract. 2009;14(5):791–812.
2. Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study. Med Educ. 1999;33(2):106–33.
3. Dahle LO, Brynhildsen J, Behrbohm Fallsberg M, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic sciences within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden. Med Teach. 2002;24(3):280–5.
4. Neville AJ. Problem-based learning and medical education forty years on. Med Princ Pract. 2009;18(1):1–9.
5. Faingold CL, Dunaway GA. Teaching pharmacology within a multidisciplinary organ system-based medical curriculum. Naunyn Schmiedebergs’ Arch Pharmacol. 2002;366:18–25.
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