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Peer reviewedBlake, Robert L.; Hosokawa, Michael C.; Riley, Shari L. – Academic Medicine, 2000
Performances on Steps 1 and 2 of the United States Medical Licensing Examination (USMLE) were compared for classes that had completed a new problem-based learning curriculum and for previous, traditionally instructed classes at the University of Missouri Columbia School of Medicine. Students in the problem-based learning curriculum outperformed…
Descriptors: Academic Achievement, Curriculum Development, Curriculum Evaluation, Educational Innovation
