Modified problem-based learning in pharmacology.
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.
Hudec
R
R
Department of Pharmacology and Clinical Pharmacology, Faculty ofMedicine, Comenius University, Bratislava, Slovakia. dr.hudec@gmail.com
Tisonova
J
J
Bozekova
L
L
Wawruch
M
M
Kriska
M
M
Kristova
V
V
D004504:Education, Medical, Undergraduate; D006801:Humans; D010600:Pharmacology / Q000193:education*; D018794:Problem-Based Learning