Collection of useful papers up to 2004

Older J.
Anatomy: a must for teaching the next generation.Surgeon. 2004 Apr;2(2):79-90.

McLean M.
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.
CONCLUSIONS: C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.Teach Learn Med. 2004 Summer;16(3):301-3.

Steinert Y.
Student perceptions of effective small group teaching.Med Educ. 2004 Mar;38(3):286-93.

Azer SA.
Becoming a student in PBL course: twelve tips for successful group discussion.Med Teach. 2004 Feb;26(1):12-5.

Hendry GD, Ryan G, Harris J.
Group problems in problem-based learning.Med Teach. 2003 Nov;25(6):609-16.

Herzig S, Linke RM, Marxen B, Borner U, Antepohl W.
Long-term follow up of factual knowledge after a single, randomised problem-based learning course.
CONCLUSION: A small-scale exposure to PBL, applied under randomized conditions but in the context of a traditional curriculum, does not sizeably change long-term presence of factual knowledge within the same discipline.BMC Med Educ. 2003 Apr 02;3(1):3.

Roche WP 3rd, Scheetz AP, Dane FC, Parish DC, O'Shea JT.
Medical students' attitudes in a PBL curriculum: trust, altruism, and cynicism.Acad Med. 2003 Apr;78(4):398-402.

Prince KJ, van Mameren H, Hylkema N, Drukker J, Scherpbier AJ, van der Vleuten CP.
Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy.Med Educ. 2003 Jan;37(1):15-21.

Gilkison A.
Techniques used by "expert" and "non-expert" tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum.Med Educ. 2003 Jan;37(1):6-14.

Willis SC, Jones A, Bundy C, Burdett K, Whitehouse CR, O'Neill PA.
Small-group work and assessment in a PBL curriculum: a qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment.Med Teach. 2002 Sep;24(5):495-501.

Khoo HE.
Implementation of problem-based learning in Asian medical schools and students' perceptions of their experience.Med Educ. 2003 May;37(5):401-9.

Khoo HE, Chhem RK, Gwee MC, Balasubramaniam P.
Introduction of problem-based learning in a traditional medical curriculum in Singapore--students' and tutors' perspectives.Ann Acad Med Singapore. 2001 Jul;30(4):371-4.

Hay PJ, Katsikitis M.
The 'expert' in problem-based and case-based learning: necessary or not?
Clinical Trial
Randomized Controlled Trial
Med Educ. 2001 Jan;35(1):22-6.

Houlden RL, Collier CP, Frid PJ, John SL, Pross H.
Problems identified by tutors in a hybrid problem-based learning curriculum.Acad Med. 2001 Jan;76(1):81.

O'Neill PA.
The role of basic sciences in a problem-based learning clinical curriculum.Med Educ. 2000 Aug;34(8):608-13.

Yu HY, Wu ZA, Su MS, Yen DJ, Luk HR, Chao YC, Liao KK, Lin KP, Yu SM, Liu HC.
Problem-based, small-group tutorial learning in clinical neurology for second-year medical students.Zhonghua Yi Xue Za Zhi (Taipei). 2000 Aug;63(8):598-604.

Antepohl W, Herzig S.
Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study.
CONCLUSIONS: Students considered PBL to be an effective learning method and favoured it over the lecture format. Furthermore, students reported positive effects of PBL in terms of use of additional learning resources, interdisciplinarity, team work and learning fun.Med Educ. 1999 Feb;33(2):106-13.