title: Modified problem-based learning in pharmacology.
abstract: OBJECTIVE
  The aim of this study was to determine differences between PBL as compared to modified PBL with special focus on acquiring EBM principles.
  
  
  METHODS
  Two groups consisted of total 152 students (139 respectively). The use of EBM principles means integrating individual expertise with the best available external clinical evidence by using available data sources and national guidelines.
  
  
  CONCLUSIONS
  Our findings suggest that modified PBL with extended EBM approach could be superior to "classical" PBL (Fig. 3, Ref. 29). Full Text (Free, PDF) www.bmj.sk.
authors.affiliation: Department of Pharmacology and Clinical Pharmacology, Faculty ofMedicine, Comenius University, Bratislava, Slovakia. dr.hudec@gmail.com
authors.forename: R
authors.initials: R
authors.lastname: Hudec
authors.forename: J
authors.initials: J
authors.lastname: Tisonova
authors.forename: L
authors.initials: L
authors.lastname: Bozekova
authors.forename: M
authors.initials: M
authors.lastname: Wawruch
authors.forename: M
authors.initials: M
authors.lastname: Kriska
authors.forename: V
authors.initials: V
authors.lastname: Kristova
mesh_terms: D004504:Education, Medical, Undergraduate; D006801:Humans; D010600:Pharmacology / Q000193:education*; D018794:Problem-Based Learning