Probleemgestuurd onderwijs: Een systematische review van gecontroleerde evaluatieonderzoeken van onderwijs na het artsexamen

[1] Dolmans D., Schmidt H.G., The advantages of problem-based curricula, Postgrad Med J, 72, pp. 535-538, (1996)

[2] Albanese M.A., Mitchell S., Problem based learning: a review of literature on its outcomes and implementation issues, Acad Med, 68, pp. 52-81, (1993)

[3] Vernon D.T., Blake R.L., Does problem based learning work? A metaanalysis of evaluation research, Acad Med, 68, pp. 550-563, (1993)

[4] Berkson L., Problem based learning: have the expectations been met, Acad Med, 68, pp. 579-588, (1993)

[5] Norman G.R., Schmidt H.G., The psychological basis of problem-based learning: a review of evidence, Acad Med, 67, pp. 557-565, (1993)

[6] Colliver J.A., Effectiveness of problem-based learning curricula: research and theory, Acad Med, 75, pp. 259-266, (2000)

[7] Bennett N.L., Davis D.A., Easterling W.E., Friedmann P., Green J.S., Koeppen B.M., Et al., Continuing Medical Education: A new vision of the professional development of physicians, Acad Med, 75, pp. 1167-1172, (2000)

[8] David T.J., Dolmans D.H.J.M., Patel L., Van der Vleuten C.P.M., Problem based learning as an alternative to lecture-based continuing medical education, J R Soc Med, 91, pp. 626-630, (1998)

[9] Davis D., O'Brien M.A., Freemantle N., Wolf F.M., Mazmanian P., Taylor- Vaisey A., Impact of formal continuing medical education. Do conferences, workshops, rounds, and other traditional continuing education activities change physician behaviour or health care outcomes?, JAMA, 282, pp. 867-874, (1999)

[10] Sanci L.A., Coffey C.M.M., Veit F.C.M., Carr-Gregg M., Patton G.C., Day N., Et al., Evaluation of the effectiveness of an educational intervention for general practitioners in adolescent health care: randomised controlled trial, BMJ, 320, pp. 224-230, (2000)

[1] Dolmans D., Schmidt H.G., The advantages of problem-based curricula, Postgrad Med J, 72, pp. 535-538, (1996)

[2] Albanese M.A., Mitchell S., Problem based learning: a review of literature on its outcomes and implementation issues, Acad Med, 68, pp. 52-81, (1993)

[3] Vernon D.T., Blake R.L., Does problem based learning work? A metaanalysis of evaluation research, Acad Med, 68, pp. 550-563, (1993)

[4] Berkson L., Problem based learning: have the expectations been met, Acad Med, 68, pp. 579-588, (1993)

[5] Norman G.R., Schmidt H.G., The psychological basis of problem-based learning: a review of evidence, Acad Med, 67, pp. 557-565, (1993)

[6] Colliver J.A., Effectiveness of problem-based learning curricula: research and theory, Acad Med, 75, pp. 259-266, (2000)

[7] Bennett N.L., Davis D.A., Easterling W.E., Friedmann P., Green J.S., Koeppen B.M., Et al., Continuing Medical Education: A new vision of the professional development of physicians, Acad Med, 75, pp. 1167-1172, (2000)

[8] David T.J., Dolmans D.H.J.M., Patel L., Van der Vleuten C.P.M., Problem based learning as an alternative to lecture-based continuing medical education, J R Soc Med, 91, pp. 626-630, (1998)

[9] Davis D., O'Brien M.A., Freemantle N., Wolf F.M., Mazmanian P., Taylor- Vaisey A., Impact of formal continuing medical education. Do conferences, workshops, rounds, and other traditional continuing education activities change physician behaviour or health care outcomes?, JAMA, 282, pp. 867-874, (1999)

[10] Sanci L.A., Coffey C.M.M., Veit F.C.M., Carr-Gregg M., Patton G.C., Day N., Et al., Evaluation of the effectiveness of an educational intervention for general practitioners in adolescent health care: randomised controlled trial, BMJ, 320, pp. 224-230, (2000)