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Letter to the Editor

Response to: Prevalence of depressive symptoms among medical students taught using problem-based learning versus traditional methods

References

  • Aragão JA, Freire MRDM, Nolasco Farias LG, Diniz SS, Sant’anna Aragão FM, Sant’anna Aragão IC, Lima TB, Reis FP. 2018. Prevalence of depressive symptoms among medical students taught using problem-based learning versus traditional methods. Int J Psychiatry Clin Pract. 22:123–128.
  • Bate E, Hommes J, Duvivier R, Taylor D. 2013. Problem-based learning (PBL): Getting the most out of your students-their roles and responsibilities: AMEE Guide No. 84. Med Teach. 36:1–12.
  • Dyrbye LN, Thomas MR, Shanafelt TD. 2006. Systematic review of depression, anxiety, and other indicators of psychological distress among US and Canadian medical students. Acad Med. 81:354–373.
  • Hayes K, Feather A, Hall A, Sedgwick P, Wannan G, Wessier‐Smith A, Green T, McCrorie P. 2004. Anxiety in medical students: is preparation for full-time clinical attachments more dependent upon differences in maturity or on educational programmes for undergraduate and graduate entry students? Med Educ. 38:1154–1163.
  • Kiessling C, Schubert B, Scheffner D, Burger W. 2004. First year medical students’ perceptions of stress and support: a comparison between reformed and traditional track curricula. Med Educ. 38:504–509.
  • Singaram V, Dolmans D, Lachman N, Van der Vleuten C. 2008. Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population. Educ Health. 21:116.

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