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Supervisor and Self-Ratings of Graduates From a Medical School With a Problem-Based Learning and Standard Curriculum Track
Teaching and Learning in Medicine, 10/07/09

Distlehorst LH et al. – Ratings by supervisors for both groups and both rating times are above average in the rating scale. Supervisors differentiated between the curricula tracks in postgraduate year 3 (PGY–3), rating Standard Curriculum graduates higher than PBL graduates in 5 of 6 noncognitive items and in two of three general ratings. Supervisor ratings increased between PGY–1 and PGY–3 for Standard Curriculum graduates in 9 of the competencies, whereas there were no changes for PBL graduates. In conclusion, performance differences and effect sizes are minimal, and it is possible to conclude that graduates from the 2 curricular tracks achieve at similar levels during their residency programs.

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews
BMC Medical Education, 10/28/09 Relevance Score: 79%

Is There a Relationship Between High-Quality Performance in Major Teaching Hospitals and Residents' Knowledge of Quality and Patient Safety?
Academic Medicine, 11/03/09 Relevance Score: 67%

A Framework for Developing, Implementing, and Evaluating a Cancer Survivorship Curriculum for Medical Students
Journal of General Internal Medicine, 10/23/09 Relevance Score: 67%

Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula
Medical Teacher, 10/16/09 Relevance Score: 67%

A randomised-controlled trial of two educational modes for undergraduate evidence-based medicine learning in Asia
BMC Medical Education, 10/01/09 Relevance Score: 66%