Reform of undergraduate medical teaching in the United Kingdom: Evidence base for problem based learning is growing

BMJ

Volumn 329, Issue 7469, 2004, Pages 798-799

  Morrison, Jill ^a  

^a UNIVERSITY OF GLASGOW   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

MEDICAL EDUCATION; NOTE; STANDARD; TEACHING; UNITED KINGDOM; CURRICULUM; GENERAL HOSPITAL; INTERMETHOD COMPARISON; LEARNING; LETTER; MEDICAL SCHOOL; MEDICAL STUDENT; PRIORITY JOURNAL; PROBLEM BASED LEARNING; PROBLEM SOLVING;

EDUCATION, MEDICAL, UNDERGRADUATE; GREAT BRITAIN; TEACHING;

EID: 5444254937     PISSN: 09598138     EISSN: 14685833     Source Type: Journal    
DOI: 10.1136/bmj.329.7469.798-b     Document Type: Letter

References (4)

1. Williams G, Lau A. Reform of undergraduate medical teaching in the United Kingdom: a triumph of evangelism over common sense. BMJ 2004; 329: 92–4. (10 July.)
2. Jones A, McArdle PJ, O'Neill P. Perceptions of how well graduates are prepared for the role of pre-registration house officer: a comparison of outcomes from a traditional and an integrated PBL curriculum. Med Educ 2002; 36: 16–25.
3. Norman GR, Schmidt HG. The psychological basis of problem-based learning: a review of the literature. Acad Med 1992; 67: 557–65.
4. Schmidt H. Assumptions underlying self-directed learning may be false. Med Educ 2000; 34: 243–5.