|
rdf:type |
|
|
lifeskim:mentions |
|
|
pubmed:issue |
9
|
|
pubmed:dateCreated |
2009-8-27
|
|
pubmed:abstractText |
Since 2000, problem-based learning (PBL) seminars have been introduced into the curriculum of medical studies at the University of Liège. We aimed to carry out a cross-sectional investigation of the maturational increase in biomedical reasoning capacity in comparison with factual knowledge retention throughout the curriculum.
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|
pubmed:language |
eng
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|
pubmed:journal |
|
|
pubmed:citationSubset |
IM
|
|
pubmed:status |
MEDLINE
|
|
pubmed:month |
Sep
|
|
pubmed:issn |
1365-2923
|
|
pubmed:author |
|
|
pubmed:issnType |
Electronic
|
|
pubmed:volume |
43
|
|
pubmed:owner |
NLM
|
|
pubmed:authorsComplete |
Y
|
|
pubmed:pagination |
854-65
|
|
pubmed:meshHeading |
pubmed-meshheading:19709010-Belgium,
pubmed-meshheading:19709010-Clinical Competence,
pubmed-meshheading:19709010-Curriculum,
pubmed-meshheading:19709010-Education, Medical,
pubmed-meshheading:19709010-Educational Measurement,
pubmed-meshheading:19709010-Endocrinology,
pubmed-meshheading:19709010-Female,
pubmed-meshheading:19709010-Humans,
pubmed-meshheading:19709010-Male,
pubmed-meshheading:19709010-Problem Solving,
pubmed-meshheading:19709010-Problem-Based Learning
|
|
pubmed:year |
2009
|
|
pubmed:articleTitle |
Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum.
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|
pubmed:affiliation |
Department of Clinical Sciences, Faculty of Medicine, University of Liège, 4000 Liège, Belgium.
|
|
pubmed:publicationType |
Journal Article,
Comparative Study,
Research Support, Non-U.S. Gov't
|
