A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.

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Abstract

To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14).

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Journal

Journal ID (iso-abbrev): Teach Learn Med

Title: Teaching and learning in medicine

Publisher: Informa UK Limited

ISSN: 1040-1334

ISSN (Print): 1040-1334

Publication date (Electronic): 2004

Volume: 16

Issue: 3

Affiliations

[1 ] Department of Physiology, Nelson R. Mandela School of Medicine Faculty of Health Sciences, University of KwaZulu-Natal, Durban, South Africa. mcleanm@ukzn.ac.za

Article

DOI: 10.1207/s15328015tlm1603_15

PubMed ID: 15388390

SO-VID: 92e87c7f-3156-4356-b155-285c28ab8afb

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