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Journal Abstract Search

597 related items for PubMed ID: 15339396

  • 21.
    ; . PubMed ID:
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  • 22. Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum.
    Gregson K, Romito LM, Garetto LP.
    J Dent Educ; 2010 May; 74(5):489-98. PubMed ID: 20442426
    [Abstract] [Full Text] [Related]

  • 23. Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculum.
    Loyens SM, Rikers RM, Schmidt HG.
    Adv Health Sci Educ Theory Pract; 2006 Nov; 11(4):365-79. PubMed ID: 16933109
    [Abstract] [Full Text] [Related]

  • 24. PBL in undergraduate medical education: a qualitative study of the views of Canadian residents.
    Lohfeld L, Neville A, Norman G.
    Adv Health Sci Educ Theory Pract; 2005 Aug; 10(3):189-214. PubMed ID: 16193401
    [Abstract] [Full Text] [Related]

  • 25. PBL in the undergraduate MD program at McMaster University: three iterations in three decades.
    Neville AJ, Norman GR.
    Acad Med; 2007 Apr; 82(4):370-4. PubMed ID: 17414193
    [Abstract] [Full Text] [Related]

  • 26. Integration of pharmacology into a problem-based learning curriculum for medical students.
    Sivam SP, Iatridis PG, Vaughn S.
    Med Educ; 1995 Jul; 29(4):289-96. PubMed ID: 8594393
    [Abstract] [Full Text] [Related]

  • 27. The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula.
    Van der Veken J, Valcke M, Muijtjens A, De Maeseneer J, Derese A.
    Med Teach; 2008 Jul; 30(9-10):863-9. PubMed ID: 18821163
    [Abstract] [Full Text] [Related]

  • 28. The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology.
    Matthes J, Marxen B, Linke RM, Antepohl W, Coburger S, Christ H, Lehmacher W, Herzig S.
    Naunyn Schmiedebergs Arch Pharmacol; 2002 Jul; 366(1):58-63. PubMed ID: 12107634
    [Abstract] [Full Text] [Related]

  • 29. Resuscitating the teaching of anatomical pathology in undergraduate medical education: Web-based innovative clinicopathological cases.
    Lam AK, Veitch J, Hays R.
    Pathology; 2005 Oct; 37(5):360-3. PubMed ID: 16194846
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  • 30. Teaching professionalism in the early years of a medical curriculum: a qualitative study.
    Goldie J, Dowie A, Cotton P, Morrison J.
    Med Educ; 2007 Jun; 41(6):610-7. PubMed ID: 17518842
    [Abstract] [Full Text] [Related]

  • 31. The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry.
    McParland M, Noble LM, Livingston G.
    Med Educ; 2004 Aug; 38(8):859-67. PubMed ID: 15271047
    [Abstract] [Full Text] [Related]

  • 32. Modified use of team-based learning for effective delivery of medical gross anatomy and embryology.
    Vasan NS, DeFouw DO, Holland BK.
    Anat Sci Educ; 2008 Jan; 1(1):3-9. PubMed ID: 19177372
    [Abstract] [Full Text] [Related]

  • 33. Reflecting on the essence of our problem-based learning discussions: the importance of faculty development and our continuous quest for applications of problem-based learning.
    Chan EA.
    Kaohsiung J Med Sci; 2009 May; 25(5):276-81. PubMed ID: 19502150
    [Abstract] [Full Text] [Related]

  • 34. On the relationship between group functioning and study success in problem-based learning.
    Nieminen J, Sauri P, Lonka K.
    Med Educ; 2006 Jan; 40(1):64-71. PubMed ID: 16441325
    [Abstract] [Full Text] [Related]

  • 35. Clinical skills training in a skills lab compared with skills training in internships: comparison of skills development curricula.
    Peeraer G, Scherpbier AJ, Remmen R, De winter BY, Hendrickx K, van Petegem P, Weyler J, Bossaert L.
    Educ Health (Abingdon); 2007 Nov; 20(3):125. PubMed ID: 18080964
    [Abstract] [Full Text] [Related]

  • 36. A variable structure, less resource intensive modification of problem-based learning for pharmacology instruction to health science students.
    Lubawy W, Brandt B.
    Naunyn Schmiedebergs Arch Pharmacol; 2002 Jul; 366(1):48-57. PubMed ID: 12107633
    [Abstract] [Full Text] [Related]

  • 37. Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine.
    Lycke KH, Grøttum P, Strømsø HI.
    Med Teach; 2006 Dec; 28(8):717-22. PubMed ID: 17594584
    [Abstract] [Full Text] [Related]

  • 38. Effective use of real-life events as tools for teaching-learning clinical pharmacology in a problem-based learning curriculum.
    James H, Al Khaja KA, Sequeira RP.
    Indian J Pharmacol; 2015 Dec; 47(3):316-21. PubMed ID: 26069371
    [Abstract] [Full Text] [Related]

  • 39. Using team-based learning to teach clinical pharmacology in medical school: student satisfaction and improved performance.
    Zgheib NK, Simaan JA, Sabra R.
    J Clin Pharmacol; 2011 Jul; 51(7):1101-11. PubMed ID: 20671296
    [Abstract] [Full Text] [Related]

  • 40. Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program.
    Hendry GD, Lyon PM, Prosser M, Sze D.
    Med Teach; 2006 Sep; 28(6):573-5. PubMed ID: 17074711
    [Abstract] [Full Text] [Related]

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