Integration of neuroscience and endocrinology in hybrid PBL curriculum

American Journal of Physiology - Advances in Physiology Education

Volumn 25, Issue 1-4, 2001, Pages 233-240

  Cunningham, J Thomas ^a,b   Freeman, Ronald H ^a   Hosokawa, Michael C ^a  

^a University of Missouri   (United States)

^b UNIVERSITY OF MISSOURI   (United States)

Author keywords

Active learning; Case studies; Neuroendocrinology; Student centered learning

Indexed keywords

CURRICULUM; EDUCATION; ENDOCRINOLOGY; HEALTH CARE QUALITY; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL SCHOOL; NEUROSCIENCE; REVIEW; ARTICLE; ORGANIZATION AND MANAGEMENT;

CURRICULUM; EDUCATION, MEDICAL; ENDOCRINOLOGY; HUMANS; NEUROSCIENCES; PROGRAM EVALUATION;

EID: 0035673777     PISSN: 10434046     EISSN: None     Source Type: Journal    
DOI: 10.1152/advances.2001.25.4.233     Document Type: Review

References (6)

1. Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills
2. Student performances on step 1 and step 2 of the United States Medical Licensing examination following implementation of a problem-based learning curriculum
3. Faculty evaluation of the clinical performances of students in a problem-based learning curriculum
4. Problem-based learning: Its role in undergraduate surgical education
5. Effectiveness of problem-based learning curricula
6. Medical curriculum reform in North America, 1765 to the present: A cognitive science perspective