The problem with problem-based medical education: Promises not kept

Biochemistry and Molecular Biology Education

Volumn 31, Issue 1, 2003, Pages 52-56

  Glew, Robert H ^a  

^a UNIVERSITY OF NEW MEXICO SCHOOL OF MEDICINE   (United States)

Author keywords

Basic scientists; Clinician educators; Curriculum; Medical education; Problem based learning

Indexed keywords

ARTICLE; MEDICAL EDUCATION; MEDICAL RESEARCH; MEDICAL SCHOOL; SCIENTIST; TEACHING; UNITED STATES;

EID: 0345583005     PISSN: 14708175     EISSN: None     Source Type: Journal    
DOI: 10.1002/bmb.2003.494031010158     Document Type: Article

References (6)

1. R. Dennick (1995) How much biochemistry should a good doctor know? An educationalist's perspective, Biochem. Educ. 24, 85-88.
2. R. D. Cohen (1995) How much biochemistry should a medical student be taught? - The viewpoint of the General Medical Council, Biochem. Educ. 24, 80-82.
3. T.V. Rajan (2002) The aha! factor, The Scientist: the-scientist.com/ yr2002/mar/opin1_020318.html.
4. E. J. Wood (1995) How much biochemistry should a good doctor know? A biochemist's viewpoint, Biochem. Educ. 24, 82-85.
5. R. H. Glew (1994) Student-centered curriculum teaches more than pathophysiology, J. Am. Med. Assoc. 272, 743.
6. R. H. Glew, P. A. Insel (2000) Academic health center administrators don't perish when they don't publish, Acad. Med. 75, 996-997.