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Problem-based Compared with Traditional Methods at the Faculty of Medical Sciences, University of the West Indies: A Model Study.

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Title: Problem-based Compared with Traditional Methods at the Faculty of Medical Sciences, University of the West Indies: A Model Study.
Language: English
Authors: Alleyne, T., Shirley, A., Bennett, C., Addae, J., Walrond, E., West, S., Pinto Pereira, L.
Source: Medical Teacher. May 2002 24(3):273-279.
Peer Reviewed: Y
Page Count: 7
Publication Date: 2002
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Higher Education, Instructional Effectiveness, Medical Education, Problem Based Learning
ISSN: 0142-159X
Abstract: Analyzes results from the final clinical examinations of two separate campuses of the University of the West Indies that use two different learning approaches. Concludes that, except for a few isolated cases, there were no statistically significant differences between the performance of the traditional group and the problem based learning (PBL) group. (Author/NB)
Entry Date: 2002
Accession Number: EJ649495
Database: ERIC
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  Data: Problem-based Compared with Traditional Methods at the Faculty of Medical Sciences, University of the West Indies: A Model Study.
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  Data: <searchLink fieldCode="AR" term="%22Alleyne%2C+T%2E%22">Alleyne, T.</searchLink><br /><searchLink fieldCode="AR" term="%22Shirley%2C+A%2E%22">Shirley, A.</searchLink><br /><searchLink fieldCode="AR" term="%22Bennett%2C+C%2E%22">Bennett, C.</searchLink><br /><searchLink fieldCode="AR" term="%22Addae%2C+J%2E%22">Addae, J.</searchLink><br /><searchLink fieldCode="AR" term="%22Walrond%2C+E%2E%22">Walrond, E.</searchLink><br /><searchLink fieldCode="AR" term="%22West%2C+S%2E%22">West, S.</searchLink><br /><searchLink fieldCode="AR" term="%22Pinto+Pereira%2C+L%2E%22">Pinto Pereira, L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Medical+Teacher%22"><i>Medical Teacher</i></searchLink>. May 2002 24(3):273-279.
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  Data: 7
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  Data: Analyzes results from the final clinical examinations of two separate campuses of the University of the West Indies that use two different learning approaches. Concludes that, except for a few isolated cases, there were no statistically significant differences between the performance of the traditional group and the problem based learning (PBL) group. (Author/NB)
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