articleTop 1% cited
Comparing Problem-Based Learning with Case-Based Learning: Effects of a Major Curricular Shift at Two Institutions
Academic Medicine · 2006 · Vol. 82(1) · pp. 74–82
Malathi Srinivasan✉(University of California, Davis)Michael S. Wilkes(University of California, Davis)Frazier T. Stevenson(University of California, Davis)Thuan Nguyen(University of California, Davis)Stuart Slavin(University of California, Davis)
Abstract
Learners and faculty at two major academic medical centers overwhelmingly preferred CBL (guided inquiry) over PBL (open inquiry). Given the dense medical curriculum and need for efficient use of student and faculty time, CBL offers an alternative model to traditional PBL small-group teaching. This study could not assess which method produces better practicing physicians.
Problem and Project Based LearningInnovations in Medical EducationEducation and Critical Thinking DevelopmentProblem-based learningMedical educationCurriculumTeamworkAutodidacticismFaculty developmentCritical thinkingPsychologyMedicineSmall group learning
MeSH terms
Academic Medical CentersCaliforniaChoice BehaviorCurriculumEducation, Medical, UndergraduateFaculty, MedicalHumansSurveys and QuestionnairesStudents, MedicalLogistic ModelsProblem-Based Learning
Citations
546
FWCI
43.68
field-weighted impact
References
12
Percentile
100%
vs. same field & year
Citations per year
References
The Transition
Academic Medicine · 1993 · 2,500 citations
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