Problem-based learning: a review

被引：58

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
Carter, Yvonne H.
Peile, Ed
[J]. CLINICAL MEDICINE, 2007, 7 (03) : 253 - 256
[3] Effects of conventional and problem-based learning on clinical and general competencies and career development
Cohen-Schotanus, Janke
Muijtjens, Arno M. M.
Schoenrock-Adema, Johanna
Geertsma, Jelle
van der Vleuten, Cees P. M.
[J]. MEDICAL EDUCATION, 2008, 42 (03) : 256 - 265
[4] AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide
Davis, MH
Harden, RM
[J]. MEDICAL TEACHER, 1999, 21 (02) : 130 - 140
[5] Selecting the future doctors: the role of graduate medical programmes
Elliott, SL
Epstein, J
[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
Feeley, Anne-Marie
Biggerstaff, Deborah L.
[J]. 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
Stefan Herzig
Ralph-Mario Linke
Bent Marxen
Ulf Börner
Wolfram Antepohl
[J]. 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
Kilgour, James M.
Grundy, Lisa
Monrouxe, Lynn V.
[J]. TEACHING AND LEARNING IN MEDICINE, 2016, 28 (01) : 15 - 25

← 1 2 3 →