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Medical Teacher Volume 26, 2004 - Issue 4
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Original Article

To what extent do students generate learning issues that correspond to pre-set faculty objectives?

Bo Sigrell Department of Psychology, University of Stockholm, SwedenCorrespondence[email protected]
,
Gerd Sundblad Psychotherapy Institute, Stockholm City Council, Sweden
&
Per-arne Rönnås in private practice, Stockholm, Sweden
Pages 378-380 | Published online: 03 Jul 2009

References

  • CouisoN, R.L. & OSBORNE, C.E. (1984) Insuring curricular content in a student-directed problem-based learning program, in: H.G. Schmidt & M.L. De Volder (Eds) Tutorial in Problem-Based Learning: A New Direction in Teaching the Health Professions (The Netherlands, Van Gorcum).
  • DOLMANS, D. (1994) How Students Learn in a Problem-Based Curriculum, thesis Maastricht University.
  • SCHAHABUDIN, S.H. (1987) Content coverage in problem-based learning, Medical Education, 21, pp. 310–313.
  • Ts, R.W., SCHMIDT, H.G., SCHADE-HOOGEVEEN, B.E. & GHSELAERS, W.H. (1986). Sturung van het onderwijsleerproces door middel van problemen: een veldeexperiment Tijdschrzft voor Onderwijsresearch 11, pp. 35–46.

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