Longterm effects of problem‐based learning: a comparison of competencies acquired by graduates of a problem‐based and a conventional medical school

Background  Problem‐based learning (PBL) as an approach to the instruction of medical students has attracted much attention in recent years. However, its effect on the performance of its graduates is the subject of considerable debate. This article presents data from a large‐scale study among graduates of a problem‐based medical school and those of a conventional medical school to contribute to this discussion.

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