Descriptor
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| Academic Medicine | 8 |
Author
| Blake, Robert L. | 2 |
| Albanese, Mark A. | 1 |
| Hosokawa, Michael C. | 1 |
| Kaufman, Arthur | 1 |
| Mennin, Stewart P. | 1 |
| Richards, Boyd F. | 1 |
| Riley, Shari L. | 1 |
| Schmidt, Henk G. | 1 |
| Schor, Nina F. | 1 |
| Vernon, David T. A. | 1 |
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| Journal Articles | 8 |
| Reports - Research | 5 |
| Information Analyses | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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| Netherlands | 1 |
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| United States Medical… | 1 |
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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
Peer reviewedSchor, Nina F.; And Others – Academic Medicine, 1997
A study investigated whether medical school faculty can arrive at consistent, non-idiosyncratic grades in a problem-based learning course. Analysis of grades given by three teachers, based on seven performance categories, to 16 groups of nine students in a seven-week University of Pittsburgh (Pennsylvania) course revealed that given specific…
Descriptors: Academic Achievement, Curriculum Design, Grading, Higher Education
Peer reviewedMennin, Stewart P.; And Others – Academic Medicine, 1993
Performance by University of New Mexico students on the National Board of Medical Examiners exam was compared for two curriculum tracks, conventional (n=508) and problem-centered (n=167). Results suggest that the more teacher-centered and structured curriculum prepared students better for Part I of the exam, and the student-centered, problem-based…
Descriptors: Academic Achievement, Comparative Analysis, Educational Strategies, Higher Education
Peer reviewedKaufman, Arthur; And Others – Academic Medicine, 1989
The University of New Mexico established an innovative learner-centered, problem-based, community-oriented medical education program that runs parallel to the traditional program. The programs both fostered acceptance of the experiment and permitted comparison of results. The innovation resulted in higher achievement and reinforced interest in…
Descriptors: Academic Achievement, Change Strategies, Comparative Analysis, Educational Change
Peer reviewedRichards, Boyd F.; And Others – Academic Medicine, 1996
A study compared the performances of Wake Forest University (North Carolina) medical students rotating through an internal medicine program, 88 in a problem-based curriculum and 364 in a lecture-based curriculum. Students in the problem-based curriculum received significantly higher ratings from house staff and faculty on four clinical rating…
Descriptors: Academic Achievement, Clinical Experience, Comparative Analysis, Curriculum Design
Peer reviewedSchmidt, Henk G.; And Others – Academic Medicine, 1993
A study of 336 staff-led, problem-based tutorial groups in a European university health sciences program found that students who were tutored by subject-matter experts achieved somewhat better and spent more time on self-directed learning. In addition, tutoring skill and content knowledge were important in effective tutoring. (Author/MSE)
Descriptors: Academic Achievement, Allied Health Occupations Education, Foreign Countries, Group Instruction
Peer reviewedVernon, David T. A.; Blake, Robert L. – Academic Medicine, 1993
A study evaluated 35 research projects from 1970-92 comparing problem-based learning in medical and nursing education with more traditional methods of instruction. It was found that results generally supported the superiority of the problem-based learning approach for both affective outcomes and academic performance. (Author/MSE)
Descriptors: Academic Achievement, Affective Objectives, Classroom Techniques, College Outcomes Assessment
Peer reviewedAlbanese, Mark A. – Academic Medicine, 1993
Issues in problem-based learning in medical education, revealed in a literature review, are discussed including basic and clinical science examination performance; thinking processes and study behaviors promoted; learning environment; student progress and satisfaction; graduate perceptions; choice of residency and specialty; faculty satisfaction;…
Descriptors: Academic Achievement, Academic Persistence, Career Choice, Cognitive Processes
