Abstract
In 1996 the University of Liverpool reformed its medical course from a very traditional lecture-based curriculum to an integrated problem-based learning curriculum. This article summarizes the results of questionnaires sent to both traditional and reformed curricula Liverpool graduates asking them to assess their competencies.
Original language | English |
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Pages (from-to) | 487-490 |
Journal | British Journal of Hospital Medicine |
Volume | 67 |
Issue number | 9 |
Publication status | Published - Sept 2006 |