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11.Norman, G.R. & Schmidt, H.G. (2000). Evidence of the effectiveness of problem based learning: Theory, practice and paper darts. Medical Education 34: 721–728.
12.Norman, G.R. & Shannon, S. (1998). Effectiveness of instruction in evidence based medicine: A critical appraisal. Canadian Medical Association Journal 158: 177–181.
13.Maudsley, G. (1999). Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of the ground rules. Academic Medicine 74(2): 178–185.
14.McLeish, J. (1976). The lecture method. In N.L. Gage (ed.), The Psychology of Teaching Methods. University of Chicago Press.
15.Russell, T.L. (2000). The No Significant Difference Phenomenon. North Carolina State University.
16.Schmidt, H.G. & Moust, J.H.C. (1995). What makes a tutor effective? A structural equations modelling approach to learning in problem-based curricula. Academic Medicine 70: 708–714.
17.Taverner, D., Dodding, C.J. &White, J.M. (2000). Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patients. Medical Education 34(4): 285–291.
18.Van den Hurk M.M.,Wolfhagen, H.A.P., Dolmans, D.H.J.M. & Van der Vleuten, C.P.M. (1998). The relation between time spent on individual study and academic achievement in a problem based curriculum. Advances in Health Sciences Education 3: 43–49.
19.Vernon, D.T.A. & Blake, R.L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine 68: 550–563.
11.Norman, G.R. & Schmidt, H.G. (2000). Evidence of the effectiveness of problem based learning: Theory, practice and paper darts. Medical Education 34: 721–728.
12.Norman, G.R. & Shannon, S. (1998). Effectiveness of instruction in evidence based medicine: A critical appraisal. Canadian Medical Association Journal 158: 177–181.
13.Maudsley, G. (1999). Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of the ground rules. Academic Medicine 74(2): 178–185.
14.McLeish, J. (1976). The lecture method. In N.L. Gage (ed.), The Psychology of Teaching Methods. University of Chicago Press.
15.Russell, T.L. (2000). The No Significant Difference Phenomenon. North Carolina State University.
16.Schmidt, H.G. & Moust, J.H.C. (1995). What makes a tutor effective? A structural equations modelling approach to learning in problem-based curricula. Academic Medicine 70: 708–714.
17.Taverner, D., Dodding, C.J. &White, J.M. (2000). Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patients. Medical Education 34(4): 285–291.
18.Van den Hurk M.M.,Wolfhagen, H.A.P., Dolmans, D.H.J.M. & Van der Vleuten, C.P.M. (1998). The relation between time spent on individual study and academic achievement in a problem based curriculum. Advances in Health Sciences Education 3: 43–49.
19.Vernon, D.T.A. & Blake, R.L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine 68: 550–563.
11.norman,G.r.施密特科学、H(2000).证据的效力问题的学习:理论、实践和纸镳.医学教育34:721-728.12.norman,G.r.Shannon&,S(1998).基础医学教学效果明显:加拿大医学会杂志>158:177-181.13.maudsley,G(1999).做同样的事情,我们都表示"问题为基础的学习"?审查的概念和基本规则的制订.医学学术74(2):178-185.14.mcleish,J(1976).讲座方式.在N.L.马(Ed.)、心理学教学方法.芝加哥大学出版社.15.russell,T.l.(2000年).在没有重大分歧的现象.北卡罗莱纳州立大学.16.schmidt、H&Moust,J.H.C.(1995年).有什么有效的家教呢?结构方程模型问题的学习方式为基础的课程.医学学术70:708-714.17.taverner、D、Dodding、科学普白、D(2000).临床技能教学方法的比较和评估管理药物的病人要求.医学教育34(4):285-291.18.van交通Hurk说过,Wolfhagen,H.a.p.,Dolmans,D.H.J.M.&VanDerVleuten,c.p.m.(1998年).时间的关系,对个人的学术研究成果的基础课程的问题.卫生科学教育进步3:43型.19.vernon,D.t.a.&Blake,R.l.(1993).问题是基于工作的学习?一元分析评价研究.医学学术68:550-563.