Medical students' recognition of core knowledge in a supported problem-based learning curriculum
Master Thesis
2008
Permanent link to this Item
Authors
Journal Title
Link to Journal
Journal ISSN
Volume Title
Publisher
Publisher
University of Cape Town
Department
Faculty
License
Series
Abstract
This study aims to achieve insight into how students identify core knowledge in a supported problem-based learning (PBL) medical curriculum. Self-directed learning and an emphasis on the clinical relevance of core knowledge are features of this curriculum.
Description
Includes bibliographical references (leaves 82-86).
Keywords
Reference:
Slater, C. 2008. Medical students' recognition of core knowledge in a supported problem-based learning curriculum. University of Cape Town.