title: Shifting toward problem-based learning in a medical school neurobiology course.
abstract: Techniques of problem-based learning requiring no increase in faculty effort, were applied to a large-group medical neurobiology course. Students were found to learn as effectively, and to enjoy themselves more, when the new format was implemented.
authors.affiliation: Department of Cellular and Structural Biology, University of Colorado School of Medicine, Denver 80262.
authors.forename: J
authors.initials: J
authors.lastname: Nolte
authors.forename: P
authors.initials: P
authors.lastname: Eller
authors.forename: S P
authors.initials: SP
authors.lastname: Ringel
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D006801:Humans; D009446:Neurobiology / Q000193:education*; D011340:Problem Solving