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Shifting Students and Faculty to a PBL Curriculum: Attitudes Changed and Lessons Learned.
Peer reviewed Peer reviewed
Bernstein, Peter; And Others – Academic Medicine, 1995
A study of a new University of Toronto medical school problem-based learning (PBL) curriculum found that students (n=207) and faculty (n=15) had more favorable attitudes toward PBL after direct experience with it than before. Recommendations are made for other schools and programs wishing to implement PBL curricula. (Author/MSE)
Descriptors: Attitude Change, Curriculum Design, Curriculum Development, Higher Education