Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum-Reference-Cited by-同舟云学术

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Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum

Published:2013-10-08 Issue:1 Volume:13 Page:
ISSN:1472-6920
Container-title:BMC Medical Education
language:en
Short-container-title:BMC Med Educ

Author:

Malau-Aduli Bunmi S,Lee Adrian YS,Cooling Nick,Catchpole Marianne,Jose Matthew,Turner Richard

Publisher

Springer Science and Business Media LLC

Subject

Education,General Medicine

Link

http://link.springer.com/article/10.1186/1472-6920-13-139/fulltext.html

Reference39 articles.

1. Kappagoda A: Training doctors - too long in the cellar?. Med J Aust. 2012, 196 (8): 489-10.5694/mja12.c0507.

2. Bonaminio G: The challenge of integrating the basic medical sciences. Basic SciEduc. 1998, 8 (1&2): 13-15.

3. Bligh J: Learning about science is still important. Med Educ. 2003, 37 (11): 944-945. 10.1046/j.1365-2923.2003.01703.x.

4. Custers EJFM: Long-term retention of basic science knowledge: a review study. Adv Health Sci Educ Theory Pract. 2010, 15 (1): 109-128. 10.1007/s10459-008-9101-y.

5. Lazic E, Dujmovic J, Hren D: Retention of basic sciences knowledge at clinical years of medical curriculum. Croat Med J. 2006, 47 (6): 882-887.

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