ID Consecutivo : 2084

Titulo

serie

Editorial

 

ISBN

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education. Materials and methods: We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed. Results: A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85-5.78; P < .00001), skill scores (95% CI, 0.51-3.71; P = .01), medical writing scores (95% CI, 1.04-4.04; P = .0009), comprehensive ability scores (95% CI, 2.04-8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10-1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 2084

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education. Materials and methods: We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed. Results: A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85-5.78; P < .00001), skill scores (95% CI, 0.51-3.71; P = .01), medical writing scores (95% CI, 1.04-4.04; P = .0009), comprehensive ability scores (95% CI, 2.04-8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10-1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 2084

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education. Materials and methods: We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed. Results: A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85-5.78; P < .00001), skill scores (95% CI, 0.51-3.71; P = .01), medical writing scores (95% CI, 1.04-4.04; P = .0009), comprehensive ability scores (95% CI, 2.04-8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10-1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2084

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education. Materials and methods: We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed. Results: A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85-5.78; P < .00001), skill scores (95% CI, 0.51-3.71; P = .01), medical writing scores (95% CI, 1.04-4.04; P = .0009), comprehensive ability scores (95% CI, 2.04-8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10-1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2084

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education. Materials and methods: We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed. Results: A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85-5.78; P < .00001), skill scores (95% CI, 0.51-3.71; P = .01), medical writing scores (95% CI, 1.04-4.04; P = .0009), comprehensive ability scores (95% CI, 2.04-8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10-1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2084

Titulo videos

Año de publicación

Resumen
administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education. Materials and methods: We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed. Results: A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85-5.78; P < .00001), skill scores (95% CI, 0.51-3.71; P = .01), medical writing scores (95% CI, 1.04-4.04; P = .0009), comprehensive ability scores (95% CI, 2.04-8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10-1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

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Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://pubmed.ncbi.nlm.nih.gov/30412058/

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2084

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

Resumen
administration of problem-based learning (PBL) and lecture-based learning (LBL) teaching models in Chinese medical education. Materials and methods: We searched the following Chinese electronic databases: China National Knowledge Infrastructure, WanFang Data, China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched the following English electronic databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, and Google Search Engine. We searched for published studies involving the combined administration of PBL+LBL teaching models in Chinese medical education. All randomized controlled trials were included. The focus of the meta-analysis was on the outcomes of knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. A subgroup analysis was also performed. Results: A total of 23 RCTs were included, with a total sample size of 2589 medical students. The PBL+LBL teaching model significantly increased knowledge scores (95% CI, 2.85-5.78; P < .00001), skill scores (95% CI, 0.51-3.71; P = .01), medical writing scores (95% CI, 1.04-4.04; P = .0009), comprehensive ability scores (95% CI, 2.04-8.71; P = .002) and teaching satisfaction (RR, 1.32; 95% CI, 1.10-1.59; P = .003) compared with the LBL teaching model alone. Additionally, a subgroup analysis showed significant differences in the effect of PBL+LBL on knowledge scores, medical writing scores, and comprehensive ability scores when comparing practical and theoretical courses. Another subgroup analysis that looked at the level of training showed that the PBL+LBL teaching model also significantly improved the knowledge scores of Freshman, Sophomore, Junior, Senior and Masters students.

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores