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Hoffmann, R. A wiki for the life sciences where authorship matters. Nature Genetics (2008)
 
 
 

The impact of a newly implemented PBL curriculum on the National Board of Chiropractic Examiners Part I Examinations at the National University of Health Sciences.

BACKGROUND: Performance differences between students of traditional lecture-based curricula and students of problem-based learning (PBL) curricula on standardized National Board Examinations have been studied. PURPOSE: To assess the impact and effectiveness of a change from a traditional lecture-based curriculum to a PBL curriculum. METHODS: Student performance in a traditional lecture-based curriculum (entering class of 1997) was compared to student performance in a PBL curriculum (entering class of 1998) on the standardized National Board of Chiropractic Examiners Part I Examination. RESULTS: There was a difference between the two curricula, with the PBL curriculum students outperforming the traditional lecture-based curriculum students on each individual part (d =.36-.95) of the National Board Examination and overall (d =.96). CONCLUSION: A comparison of student performance on a standardized National Board Examination has proved a useful tool at quantifying the impact of a newly implemented PBL curriculum.[1]

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