Effect of problem-based, self-directed undergraduate education on life-long learning.

OBJECTIVE: To compare how well graduates of a self-directed, problem-based undergraduate curriculum (at McMaster University [MU], Hamilton, Ont.) and those of a traditional curriculum (at the University of Toronto [UT]) who go on to primary care careers keep up to date with current clinical practice...

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Bibliografiske detaljer
Main Authors: Shin, J H, Haynes, R B, Johnston, M E
Format: Artigo
Sprog:Inglês
Udgivet: 1993
Fag:
Research Article
Online adgang:https://ncbi.nlm.nih.gov/pmc/articles/PMC1490700/
https://ncbi.nlm.nih.gov/pubmed/8257470
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