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Autor/inn/en | Blake, Robert L.; Hosokawa, Michael C.; Riley, Shari L. |
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Titel | Student Performances on Step 1 and Step 2 of the United States Medical Licensing Examination Following Implementation of a Problem-Based Learning Curriculum. |
Quelle | In: Academic Medicine, 75 (2000) 1, S.66-70 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1040-2446 |
Schlagwörter | Academic Achievement; Curriculum Development; Curriculum Evaluation; Educational Innovation; Higher Education; Knowledge Level; Licensing Examinations (Professions); Medical Education; Problem Based Learning; United States Medical Licensing Examination Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Medizinische Ausbildung; Problem-based learning; Problemorientiertes Lernen |
Abstract | Performances on Steps 1 and 2 of the United States Medical Licensing Examination (USMLE) were compared for classes that had completed a new problem-based learning curriculum and for previous, traditionally instructed classes at the University of Missouri Columbia School of Medicine. Students in the problem-based learning curriculum outperformed students in the traditional curriculum on both steps of the USMLE. (DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |