title: A randomized controlled trial assessing the impact of problem-based versus didactic teaching methods in CME.
abstract: A Continuing Medical Education short course was designed to examine the effect of presenting topics in three learning formats - traditional lectures, large-group, case discussions or small-group, problem-solving sessions, on knowledge and performance of family physicians. The physicians in the small group session rated the CME short course higher and performed better on one aspect of patient management than the lecture or large group physicians but there were no other differences between groups on knowledge or physician performance.
authors.affiliation: Program for Continuing Medical Education, McMaster University, Faculty of Health Sciences, Hamilton, Ontario.
authors.forename: J
authors.initials: J
authors.lastname: Heale
authors.forename: D
authors.initials: D
authors.lastname: Davis
authors.forename: G
authors.initials: G
authors.lastname: Norman
authors.forename: C
authors.initials: C
authors.lastname: Woodward
authors.forename: V
authors.initials: V
authors.lastname: Neufeld
authors.forename: P
authors.initials: P
authors.lastname: Dodd
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D004502:Education, Medical, Continuing / Q000379:methods*; D004521:Educational Measurement; D005194:Family Practice / Q000193:education*; D006801:Humans