The limits of tutors' comfort zones with four integrated knowledge themes in a problem-based undergraduate medical curriculum (Interview study)

Medical Education

Volumn 37, Issue 5, 2003, Pages 417-423

  Maudsley, Gillian ^a  

^a UNIVERSITY OF LIVERPOOL   (United Kingdom)

Author keywords

*clinical competence; Curriculum; Education, medical, undergraduate *methods; England; Faculty; Interview study; Problem based learning *methods

Indexed keywords

ARTICLE; BEHAVIORAL SCIENCE; COHORT ANALYSIS; CONFUSION; CURRICULUM; DATA ANALYSIS; ETHICS; HUMAN; INTERVIEW; LEARNING; LEGAL ASPECT; MEDICAL EDUCATION; MEDICAL PROFESSION; MEDICAL STUDENT; PROBLEM SOLVING; PUBLIC HEALTH; TEACHER; TELEPHONE; UNIVERSITY;

ADULT; COHORT STUDIES; CROSS-SECTIONAL STUDIES; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; ENGLAND; FACULTY, MEDICAL; FEMALE; HUMANS; MALE; PROBLEM-BASED LEARNING;

EID: 0038331961     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1365-2923.2003.01497.x     Document Type: Article

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