The aim of stages I and II of the Medical Graduates Outcomes Program was to follow and compare long-term outcomes of graduates from the two types of curricula: lecture-based (graduates 2003, 2004) and problem-based (graduates 2005, 2006) curricula.
Although it may be difficult and scientifically dangerous to compare results from conventional curricula (lecture-based learning) and models like problem-based learning or "problematization" [ 20- 23], this was not our intention.
Now, Dr. Sainsbury, a lecturer in pharmaceutical science at the University of Sydney, has chosen to leave the laboratory behind and spend most of her time helping students, developing curricula, updating lectures, working with tutors and running online discussion forums.
It is possible that students perceive information curricula as lectures by adults about substance misuse.
The specific objectives were to develop distance-learning curricula involving lectures, web-based case discussions and shared curricula.
Therefore, I propose the term 'standard PBL' to describe PBL curricula where lectures and other didactic sessions are judiciously used to support the active, self directed and student-centered learning triggered by problem scenarios.
However, the extent of the curricula and lecture hours are more intense in Switzerland.
In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult.
The medical ethics courses in Saudi Arabia, among other Muslim countries, were initially included in the medical curricula as few lectures mainly given by religious scholars, or clinicians with religious sciences background.
As a proxy for the comparison between teaching in small and in large groups, we looked at studies comparing problem-based medical curricula and traditional lecture-based curricula.
