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Medical Teacher Volume 35, 2013 - Issue 2
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Research Article

Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: A prospective randomized study from China

Jie LiCentral South University, China; JIE LI, MD, PhD, is an attending physician in Dermatology at Xiangya Hospital, Central South University, China.
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Qing Ling LiCentral South University, China; QING LING LI, MD, is a Resident Doctor in Dermatology at Xiangya Hospital, Central South University, China.
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Ji LiCentral South University, China; JI LI, MD, PhD, is an attending physician in Dermatology at Xiangya Hospital, Central South University, China.
,
Ming Liang ChenCentral South University, China; MING LIANG CHEN, MD, PhD, is a Professor of Dermatology at Xiangya Hospital, Central South University, China.
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Hong Fu XieCentral South University, China; HONG FU XIE, MD, PhD, is a Professor of Dermatology at Xiangya Hospital, Central South University, China.
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Ya Ping LiCentral South University, China; YA PING LI, PhD, is working at the Office of Academic Affairs, Central South University, China.
&
Xiang ChenCentral South University, China; XIANG CHEN, MD, PhD, is a Director of Medical Education at Xiangya Hospital, Central South University, China.Correspondence[email protected]
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Pages e963-e970 | Published online: 26 Sep 2012

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Gustavo Torres, Ignacio Villagrán, Javiera Fuentes, Juan Pablo Araya, Chantal Jouannet & Eduardo Fuentes-López. (2022) Interactive virtual scenarios as a technological resource to improve musculoskeletal clinical reasoning skills of undergraduate physiotherapy students. Physiotherapy Theory and Practice 38:8, pages 1016-1026.
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Mehdi Sayyah, Kiarash Shirbandi, Amal Saki-Malehi & Fakher Rahim. (2017) Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. Advances in Medical Education and Practice 8, pages 691-700.
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K. Gosselin, J. L. Norris & M.-J. Ho. (2016) Beyond homogenization discourse: Reconsidering the cultural consequences of globalized medical education. Medical Teacher 38:7, pages 691-699.
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James M. Kilgour, Lisa Grundy & Lynn V. Monrouxe. (2016) A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods. Teaching and Learning in Medicine 28:1, pages 15-25.
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Rob Selzer, Victoria R. Tallentire & Fiona Foley. (2015) The effects of utilizing a near-patient e-learning tool on medical student learning. Medical Teacher 37:6, pages 558-565.
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Lutgart Braeckman, Lode ‘t Kint, Micheline Bekaert, Luc Cobbaut & Heidi Janssens. (2014) Comparison of two case-based learning conditions with real patients in teaching occupational medicine. Medical Teacher 36:4, pages 340-346.
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Brittany A. M. Waller, Annie Liu, Patrick Fleming & Perla Lansang. (2019) Undergraduate Dermatology Medical Education: Results of a Large-Scale Patient Viewing Program. Journal of Cutaneous Medicine and Surgery 23:5, pages 482-487.
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Ellen M. Kok, Koos van Geel, Jeroen J. G. van Merriënboer & Simon G. F. Robben. (2017) What We Do and Do Not Know about Teaching Medical Image Interpretation. Frontiers in Psychology 8.
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Jelle Tichelaar, Coen van Kan, Robert J. van Unen, Anton J. Schneider, Michiel A. van Agtmael, Theo P. G. M. de Vries & Milan C. Richir. (2014) The effect of different levels of realism of context learning on the prescribing competencies of medical students during the clinical clerkship in internal medicine: an exploratory study. European Journal of Clinical Pharmacology 71:2, pages 237-242.
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Xiao Zhong, Pingxian Wang, Jiayu Feng, Wengang Hu & Chibing Huang. (2015) Novel Transparent Urinary Tract Simulator Improves Teaching of Urological Operation Skills at a Single Institution. Urologia Internationalis 95:1, pages 38-43.
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Weihua Zhang. (2014) Problem Based Learning in Nursing Education. Advances in Nursing 2014, pages 1-5.
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