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| Medical Teacher | 3 |
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| Blue, Amy V. | 1 |
| Bulte, J. A. | 1 |
| Davis, Margery H. | 1 |
| Donnelly, Michael B. | 1 |
| Harden, R. M. | 1 |
| Holdrinet, R. S. G. | 1 |
| Nash, Phyllis P. | 1 |
| Oeseburg, B. | 1 |
| Scherpbier, A. J. J. A. | 1 |
| Schwartz, Richard W. | 1 |
| Stratton, Terry D. | 1 |
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| Journal Articles | 3 |
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| Netherlands | 2 |
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Peer reviewedBlue, Amy V.; Stratton, Terry D.; Donnelly, Michael B.; Nash, Phyllis P.; Schwartz, Richard W. – Medical Teacher, 1998
Examines the relationship between medical students' communication apprehension and their performance in problem-based learning sessions as assessed by a tutor and by their knowledge acquisition. (DDR)
Descriptors: Communication Apprehension, Evaluation Methods, Higher Education, Knowledge Level
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
Peer reviewedHarden, R. M.; Davis, Margery H. – Medical Teacher, 1998
Problem-based learning (PBL) has been recognized as an important educational strategy and has been adopted in many medical schools. There is confusion, however, about what constitutes PBL. Describes 11 steps in the continuum between PBL and information-oriented learning, task-based learning being the final step at the problem-based end of the…
Descriptors: Active Learning, Comparative Analysis, Conventional Instruction, Curriculum Evaluation
