CoChat
Sign Up
Cited by 236Problem and Project Based LearningInnovations in Medical EducationBiomedical and Engineering Education

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Problem‐based learning versus lecture‐based learning in a course of basic pharmacology: a controlled, randomized study

Antepohl, Wolfram, Herzig, Stefan·1999·Medical Education
DOI 10.1046/j.1365-2923.1999.00289.x
Open this paper in CoChat — free account

Abstract

Since its first implementation in a medical programme at McMaster University, Canada, problem‐based learning (PBL) has become a well‐established means of teaching and learning medicine. Extensive research has been conducted and a number of strengths of the method are well supported. Several items, however, remain unclear 1 although there is evidence that no relevant difference exists in factual knowledge among students from PBL and traditional curricula, a controlled, randomized study has not been conducted to address this issue. The Medical Faculty of the University of Cologne is in the process of integrating elements of PBL into its curriculum. In the spring term of 1997, after seven semesters of experience with PBL supplementing the traditional course of basic pharmacology, we did for the first time use PBL instead of the lecture‐based course (LBL) and conducted a controlled prospective study to determine the effects of this intervention. One‐hundred and twenty‐three students were randomly assigned to either PBL ( n = 63), with tutorial groups of up to nine students, or to the traditional, lecture‐based course ( n = 60). Analysis of the results of both groups in the examination of basic pharmacology, consisting of multiple‐choice and short‐essay questions, revealed similar scores with a tendency favouring PBL students in the category of short‐essay questions. Hence, it seems clear that PBL does not imply a disadvantage in terms of factual knowledge. Students considered PBL to be an effective learning method and favoured it over the lecture format. Furthermore, students reported positive effects of PBL in terms of use of additional learning resources, inter‐disciplinarity, team work and learning fun.

Overview

Integrity signals

Registry

Crossref · 10.1046/j.1365-2923.1999.00289.x

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 13 references

Research works printed but not linked: 4

  1. Bender W, 1984, Medische kennis bij studenten uit verschillende faculteiten: van hetzelfde laken en paak (Medical knowledge of students from different faculties; of a similar kind?), Nederlandse Tijdschrjft Van Geneeskunde, 128, 917
  2. Antepohl W, 1997, Problem‐based learning supplementing the course of basic pharmacology – results and perspectives from two medical schools, Naunyn-Schmiedeberg's Archives of Pharmacology, 355
  3. Des Marchais JE, 1997, Problem analysis questions for assessment in problem‐based learning: development and difficulties, Educ for Health, 10, 79
  4. Schmidt HG., 1984, ., 17, 11

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Antepohl, W., & Herzig, S.
Affiliations
University of Cologne (DE)
Corresponding author
Antepohl, Wolfram
ORCID
Venue
Medical Education
Publisher
Wiley
Published
1999-02
Volume
33
Issue
2
Pages
106-113
ISSN
  • 0308-0110 (ISSN-L)
  • 1365-2923
DOI
10.1046/j.1365-2923.1999.00289.x
OpenAlex
W2091061886
Cited by
235
References
13
Citations by year
2026: 1 · 2025: 3 · 2024: 9 · 2023: 16 · 2022: 6 · 2021: 8 · 2020: 5 · 2019: 9 · 2018: 9 · 2017: 11 · 2016: 7 · 2015: 17 · 2014: 9 · 2013: 14 · 2012: 10
FWCI
24.02
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 1068 d)
Locations
  • Medical Education (publishedVersion)
  • PubMed (publishedVersion)
Funders
McMaster University
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Education › Innovations in Medical Education
  • Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords
problem-based learning, lecture-based learning, basic pharmacology, student perceptions, factual knowledge, multiple-choice questions, curriculum integration, teamwork, interdisciplinary learning
MeSH terms
Education, Medical, Undergraduate, Education, Pharmacy, Humans, Problem-Based Learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review