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Peer reviewedEisenstaedt, Richard S.; And Others – Academic Medicine, 1990
In this study of students (N=112) invited to participate in a hematology-transfusion medicine tutorial, it was found that students (N=59) receiving problem-based instruction did more poorly than controls on short-term examination but maintained their knowledge after two years better than control groups. (MLW)
Descriptors: Cognitive Processes, Higher Education, Independent Study, Medical Education
