A strategy for teaching and learning in the PBL clerkship

References

• Barrows H. S. Problem-based, self-directed learning. Journal of the American Medical Association 1983; 250: 3077–3080
   PubMed Web of Science ®Google Scholar
• Biran L. A. Self-assessment and learning through G-OSCE (Group Objective Structured Clinical Examination. Medical Education 1991; 25: 475–479
   PubMed Web of Science ®Google Scholar
• Blosser A., Jones B. Problem-based learning in a surgical clerkship. Medical Teacher 1991; 13: 289–293
   PubMed Web of Science ®Google Scholar
• Chalmers I. The Cochrane collaboration: preparing, maintaining and disseminating systematic reviews of the effects of health care. Annals of the New York Academy of Sciences 1993; 703: 156–165
   PubMed Web of Science ®Google Scholar
• Des Marchais J. E. From traditional to problem-based curriculum: how the switch was made at Sherbrooke, Canada. Lancet 1991; 338: 234–237
   PubMedGoogle Scholar
• Folse R. Thoughts on problem-based learning in a surgical clerkship. Focus on Surgical Education 1995; 12(2)2–3
   Google Scholar
• General Medical Council. Tomorrow's Doctors: Recommendations on Undergraduate Medical Education. GMC, London 1993
   Google Scholar
• Harden R. M., Gleeson F. A. Assessment of clinical competence using an objective structured clinical examination. Medical Education 1979; 13: 41–54
   PubMed Web of Science ®Google Scholar
• Hartley J., Davies I. K. Pre-instructional strategies: the role of pretests, behavioral objectives, overviews and advance organisers. Review of Educational Research 1976; 46: 239–265
   Web of Science ®Google Scholar
• Hill D. A., Lord R. S.A. Complementary value of traditional bedside teaching and structural clinical teaching in introductory surgical studies. Medical Education 1991; 25: 471–474
   PubMed Web of Science ®Google Scholar
• Hill D. A. SCORPIO: a system of medical teaching. Medical Teacher 1992; 14: 37–41
   PubMed Web of Science ®Google Scholar
• Hill D. A. Integration of the surgical specialties into an innovative undergraduate curriculum. Medical Education 1993a; 27: 489–494
   PubMed Web of Science ®Google Scholar
• Hill D. A. A model to teach trauma care to medical students. Medical Teacher 1993b; 15: 179–186
   PubMed Web of Science ®Google Scholar
• Hill D. A., Guinea A. I., McCarthy W. H. Formative assessment: a student perspective. Medical Education 1994a; 28: 394–399
   PubMed Web of Science ®Google Scholar
• Hill D. A., McCarthy W. H., Guinea A. I. Teaching critical decision-making skills to students concerning patients with acute abdominal pain. Medical Teacher 1994b; 16: 159–166
   Web of Science ®Google Scholar
• Hill D. A., McCarthy W. H., Guinea A. I. Learning to manage patients with acute abdominal pain: a study guide for medical students. Medical Teacher 1995; 17: 25–30
   Web of Science ®Google Scholar
• Hill D., Stalley P., Pennington D., Besser M., McCarthy W. Competency-based learning in traumatology. American Journal of Surgery 1997, in press
   Google Scholar
• Jeffery H. E., Henderson-Smart D., Hill D. A. Competency-based learning in neonatology. Medical Education 1996; 30: 440–444
   PubMedGoogle Scholar
• Laidlaw J. M., Harden R. M. What is a study guide. Medical Teacher 1990; 12: 7–12
   PubMed Web of Science ®Google Scholar
• Newble D. I., Jaeger K. The effect of assessments and examinations on the learning of medical students. Medical Education 1983; 17: 165–171
   PubMed Web of Science ®Google Scholar
• Norman G. R., Schmidt H. G. The psychological basis of problem-based learning: a review of the evidence. Academic Medicine 1992; 67: 557–565
   PubMed Web of Science ®Google Scholar
• Osler W. An introductory address on examinations, exarniners and examinees. Lancet 1913; ii: 1047–1050
   Google Scholar
• Rolfe I., McPherson J. Formative assessment: how am I doing. Lancet 1995; 345: 837–839
   PubMed Web of Science ®Google Scholar
• Schmidt H. G. Problem-based learning: rationale and description. Medical Education 1983; 17: 11–16
   PubMed Web of Science ®Google Scholar
• Schwartz R. W., Donnelly M. B., Young B., Nash P. P., Wm F. M., Griffen W. O., Jr. Undergraduate surgical education for the twenty-first century. Annals of Surgery 1992a; 216: 639–647
   PubMed Web of Science ®Google Scholar
• Schwartz R. W., Donnelly M. B., Nash P. P., Johnson S. B., Young B., Griffen W. O., Jr. Problem-based learning: an effective educational method for a surgical clerkship. Journal of Surgical Research 1992b; 53: 326–330
   PubMed Web of Science ®Google Scholar
• Sloan D., Donnelly M., Zweng T., Lieber A., Yu G., Griffith C., Schwartz R. W., Strodel W. E. The structured clinical instruction module (SCIM): a novel strategy for improving the instruction of clinical skills. Journal of Surgical Research 1995; 58: 605–610
   PubMedGoogle Scholar
• Sloan D. A., Donnelly M. B., Schwartz R. W. The surgical clerkship: characteristics of the effective teacher. Medical Education 1996; 30: 18–23
   PubMedGoogle Scholar
• Van der Vleuten C. P.M., Newble D. I. How can we test clinical reasoning. Lancet 1995; 345: 1032–1034
   PubMed Web of Science ®Google Scholar
• Walton H. J., Mathews M. B. Essentials of problem-based learning. Medical Education 1989; 23: 542–558
   PubMed Web of Science ®Google Scholar
• Report World Federation for Medical Education. World Conference on Medical Education Edinburgh, Blackwood, Pillans and Wilson, Edinburgh, 1988
   Google Scholar