Medical Education Online
Volume 23, 2018 - Issue 1
Research Article
Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches
Marie-Paule GustinDepartment of public health, Biostatistics, Institute of pharmaceutic and biological sciences, Lyon, France;Emerging pathogens laboratory - Fondation Mérieux, International Center for Infectiology Research(CIRI), Lyon, France
http://orcid.org/0000-0002-1299-6576View further author information
http://orcid.org/0000-0002-1299-6576View further author information, Milena AbbiatiUnit of Development and Research in Medical Education, University of Geneva Faculty of Medicine, Geneva, Switzerlandhttp://orcid.org/0000-0002-7434-9585View further author information
http://orcid.org/0000-0002-7434-9585View further author information, Raphael BonvinMedical Education Unit, Faculty of science and medicine, University of Lausanne, Lausanne, Switzerlandhttp://orcid.org/0000-0001-9322-2494View further author information
http://orcid.org/0000-0001-9322-2494View further author information, Margaret W. GerbaseUnit of Development and Research in Medical Education, University of Geneva Faculty of Medicine, Geneva, Switzerlandhttp://orcid.org/0000-0001-5185-7811View further author information
http://orcid.org/0000-0001-5185-7811View further author information & Anne BaroffioUnit of Development and Research in Medical Education, University of Geneva Faculty of Medicine, Geneva, SwitzerlandCorrespondence[email protected]
http://orcid.org/0000-0003-4453-8083View further author information
http://orcid.org/0000-0003-4453-8083View further author information