An Analysis of Progress Test Results of PBL and Non-PBL Students.

[1]  Sean Luyk,et al.  THE EVALUATION SYSTEM AT THE MEDICAL SCHOOL OF MAASTRICHT , 1982 .

[2]  M. Albanese,et al.  Problem‐based Learning: A Review of Literature on Its Outcomes and Implementation Issues , 1993, Academic medicine : journal of the Association of American Medical Colleges.

[3]  C. Vleuten,et al.  Fifteen Years of Experience with Progress Testing in a Problem-Based Learning Curriculum. , 1996 .

[4]  D. T. Vernon,et al.  Does problem‐based learning work? A meta‐analysis of evaluative research , 1993, Academic medicine : journal of the Association of American Medical Colleges.

[5]  V L Patel,et al.  Comparing the effects of problem-based and conventional curricula in an international sample. , 1987, Journal of medical education.

[6]  T. Imbos,et al.  [Medical knowledge in students from various medical schools: being served with the same sauce?]. , 1984, Nederlands tijdschrift voor geneeskunde.

[7]  L. Berkson Problem‐based learning: have the expectations been met? , 1993, Academic medicine : journal of the Association of American Medical Colleges.

[8]  L. Schuwirth,et al.  An international comparison of knowledge levels of medical students: the Maastricht Progress Test , 1996, Medical education.

[9]  C. Woodward,et al.  Problem-based learning in medical education: Developing a research agenda , 1996, Advances in health sciences education : theory and practice.

[10]  Henk G. Schmidt Innovative and conventional curricula compared: What can be said about their effects? , 1990 .