Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula
نویسندگان
چکیده
منابع مشابه
Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula
OBJECTIVE To compare the Problem-based learning (PBL) with the traditional lecture-based curricula. METHODS The single best answer Multiple Choice Questions (MCQ) and the Objective Structured Clinical Examination (OSCE) were used to compare performance of the lecture-based curriculum with the PBL medical student groups. The reliability for the MCQs and OSCE was calculated with Kuder-Richardso...
متن کاملcomparison of problem-based learning with lecture-based learning
background: problem-based learning (pbl) is one of the most commonly used educational methods in medical schools of different countries. by working through this method, students think critically, generate ideas, and acquire the knowledge and skills required to become a doctor. objectives: this study aimed to compare problem-based learning with lecture-based learning in the education of medical ...
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15 صفحه اولComparison of Problem-based Learning With Lecture-based Learning
BACKGROUND Problem-based learning (PBL) is one of the most commonly used educational methods in medical schools of different countries. By working through this method, students think critically, generate ideas, and acquire the knowledge and skills required to become a doctor. OBJECTIVES This study aimed to compare problem-based learning with lecture-based learning in the education of medical ...
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Background: The purposes of this study were to develop a problem-based learning program for nursing student’s education and to evaluate the program after its implementation. Methods: An intervention study carried out on 27 third year undergraduate nursing students in the nursing and midwifery faculty of Kashan University of Medical Sciences. Problem-based learning method was used for one group...
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ژورنال
عنوان ژورنال: International Journal of Medical Education
سال: 2016
ISSN: 2042-6372
DOI: 10.5116/ijme.5749.80f5