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The scores were given to the teachers before LBL or MTBL. The scores after clerkship were described in results section.
Similar to LBL, MTBL was conducted in the lectures as described above.
Given these, as our published previous works mention, we developed MTBL teaching methods where Chinese postgraduates intervened in the education process, such as the preparatory phase, clerkship phase, and after-lecture phase in clinical clerkship.
Subgroup analysis in the LBL and MTBL groups showed that the scores in practice test scores, case-writing scores, and total scores were not significantly different between male and female students (Figures 2 and 3, P > 0.05).
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