Problem-based learning has similar outcomes to traditional continuing medical education

2002 ◽  
Vol 6 (3) ◽  
pp. 131
Author(s):  
Robert L. Rhyne ◽  
Ellen M. Cosgrove
1998 ◽  
Vol 91 (12) ◽  
pp. 626-630 ◽  
Author(s):  
T J David ◽  
Diana H J M Dolmans ◽  
Leena Patel ◽  
C P M Van Der Vleuten

2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Peggy Jubien

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate medical education is presented, along with definitions of PBL and a discussion of the strengths and weaknesses of the approach. Problem-based learning in CME has been adapted, in some cases, to suit its special circumstances; this is demonstrated by examples of how the CME departments of three universities have implemented PBL. Finally, the future of research in this field is reviewed.


1992 ◽  
Vol 26 (5) ◽  
pp. 389-401 ◽  
Author(s):  
C. E. ENGEL ◽  
E. BROWNE ◽  
P. NYARANGO ◽  
S. AKOR ◽  
A. KHWAJA ◽  
...  

2000 ◽  
Vol 2 (2) ◽  
pp. 154-154 ◽  
Author(s):  
Wayne F. Larrabee ◽  
Arlen D. Meyers

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