Problem-based learning: a review

被引：64

作者：

Bodagh, Neil ^{[1
]}

Bloomfield, Joyce ^{[2
]}

Birch, Patrick ^{[3
]}

Ricketts, William ^{[1
,4
]}

机构：

[1] St Bartholomews Hosp, Dept Resp Med, London EC1A 7BE, England

[2] Queen Mary Univ London, London, England

[3] Royal London Hosp, Dept Acute Med, London, England

[4] Queen Mary Univ London, Dept Hlth Sci Educ, London, England

来源：

BRITISH JOURNAL OF HOSPITAL MEDICINE | 2017年 / 78卷 / 11期

关键词：

SUBJECT-MATTER EXPERTISE; MEDICAL-SCHOOL; UNDERGRADUATE; CURRICULUM; STUDENT; ACHIEVEMENT; PROGRAM; TUTOR;

D O I：

10.12968/hmed.2017.78.11.C167

中图分类号：

R5 [内科学];

学科分类号：

1002 ; 100201 ;

摘要：

[No abstract available]

引用

页码：C167 / C170

页数：4

共 26 条

[1]

Brookfield S.D., 1987, Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting

[2] Graduate entry medicine: curriculum considerations [J].

Carter, Yvonne H. ;

Peile, Ed .

CLINICAL MEDICINE, 2007, 7 (03) :253-256

[3] Effects of conventional and problem-based learning on clinical and general competencies and career development [J].

Cohen-Schotanus, Janke ;

Muijtjens, Arno M. M. ;

Schoenrock-Adema, Johanna ;

Geertsma, Jelle ;

van der Vleuten, Cees P. M. .

MEDICAL EDUCATION, 2008, 42 (03) :256-265

[4] AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide [J].

Davis, MH ;

Harden, RM .

MEDICAL TEACHER, 1999, 21 (02) :130-140

[5] Selecting the future doctors: the role of graduate medical programmes [J].

Elliott, SL ;

Epstein, J .

INTERNAL MEDICINE JOURNAL, 2005, 35 (03) :174-177

[6]

Elzubeir MA, 2009, SAUDI MED J, V30, P1219

[7] Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students [J].

Feeley, Anne-Marie ;

Biggerstaff, Deborah L. .

TEACHING AND LEARNING IN MEDICINE, 2015, 27 (03) :237-244

[8] Long-term follow up of factual knowledge after a single, randomised problem-based learning course [J].

Stefan Herzig ;

Ralph-Mario Linke ;

Bent Marxen ;

Ulf Börner ;

Wolfram Antepohl .

BMC Medical Education, 3 (1)

[9]

Khobragade Sujata, 2016, J Family Med Prim Care, V5, P298

[10] A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods [J].

Kilgour, James M. ;

Grundy, Lisa ;

Monrouxe, Lynn V. .

TEACHING AND LEARNING IN MEDICINE, 2016, 28 (01) :15-25

← 1 2 3 →