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| Medical Teacher | 1 |
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| Bulte, J. A. | 1 |
| Holdrinet, R. S. G. | 1 |
| Oeseburg, B. | 1 |
| Scherpbier, A. J. J. A. | 1 |
| Verhoeven, B. H. | 1 |
| Verwijnen, G. M. | 1 |
| van der Vleuten, C. P. M. | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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| Netherlands | 1 |
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Peer reviewedVerhoeven, B. H.; Verwijnen, G. M.; Scherpbier, A. J. J. A.; Holdrinet, R. S. G.; Oeseburg, B.; Bulte, J. A.; van der Vleuten, C. P. M. – Medical Teacher, 1998
Compares the academic achievement of students from two Dutch medical schools, one employing problem-based learning (PBL) and one using non-PBL methods. No systematic differences were found on total test scores. Differences were demonstrated only at the level of individual questions. Results indicate that PBL and non-PBL instructional methods have…
Descriptors: Academic Achievement, Active Learning, Comparative Analysis, Comparative Testing
