Self-reported competency ratings of graduates of a problem-based medical curriculum

Academic Medicine

Volumn 76, Issue 5, 2001, Pages 466-468

  Schmidt, Henk G ^a,b,d   Van Der Molen, Henk T ^c  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

^c OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^d NONE   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COMPETENCE; CURRICULUM; MEDICAL EDUCATION; MEDICAL SCHOOL; PRIORITY JOURNAL; PROBLEM SOLVING; RATING SCALE; SELF REPORT; SKILL;

EID: 0035025236     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-200105000-00018     Document Type: Article

References (10)

1. Problem-based learning: A review of literature on its outcomes and implementation issues
2. Comparing the effects of problem-based and conventional curricula in an international sample
3. A survey of graduates in practice from the University of New Mexico's conventional and community-oriented, problem-based tracks
4. Residency performance of graduates from a problem-based and a conventional curriculum
5. Effects of problem-based, self-directed undergraduate education on life-long learning
6. Continuing medical education and career choice among graduates of problem-based and traditional curricula
7. Lifelong learning habits of physicians trained at an innovative medical school and a more traditional one
8. Can the academic background of medical graduates be detected during internship?
9. A comparison of the practice patterns of general practitioners and family physicians graduating from McMaster and other Ontario medical schools
10. A comparison of an innovative medical school with traditional schools: An analysis in the cognitive domain