Performance varied over time, as evident through the significant main effect for time, although no differences were detected between PBL and more didactic learning sessions in terms of facilitating knowledge gain, knowledge retention, or changes in attitude regarding asthma management.
A number of pedagogies and approaches are often quoted in the e-learning literature – constructivism, communities of practice, collaboration – but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning.
The analysis emphasizes, on the one hand, the requirements set in terms of the didactic principles which direct the whole educational system, and, on the other hand, it identifies the poor aspects of it.
Within each knowledge area, academic subjects, didactics, pedagogy and practice are integrated in terms of content as well as organization.
Classicists and philosophers explain this form in terms of rhetorical devices serving didactic goals.
A recent review of structured global health education programs in U.S. medical schools concluded that there was little standardization across programs in terms of their requirements for didactic, clinical, scholarly, and cultural components [ 18].
Instructional methods can be conceptualised in terms of three broad categories: (1) information-based methods (eg, didactic lecture), (2) demonstration-based methods (eg, behavioural modelling, videos) and (3) practice-based methods (eg, simulation, role playing).
Training methods can be conceptualized in terms of three broad categories: (1) information-based methods (e.g., didactic lecture), (2) demonstration-based methods (e.g., behavioral modelling and videos), and (3) practice-based methods (e.g., simulation and role-playing).
It is harder to appreciate the cloying morality tales of her Cheap Repository Tracts or her didactic novel Coelebs in Search of a Wife, but one cannot deny their huge success in terms of simple circulation.
Therefore, we are in favor of training programs that are standardized regarding didactic processes and methodologies but not regarding specific session content because individual organizations may differ widely in terms of content needs.
