Kirsten Hofgaard Lycke

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Kelson and Distlehorst (2000) state the PBL outcomes should be discussed on a broad basis including a useable knowledge base, skills in problem solving, self-directed learning and collaboration. The present research compares students in a PBL programme and in a traditional program on learning strategies, mental models and outcomes. Learning strategies and(More)
This article is based on a study of nine problem-based learning (PBL) groups with eight medical students and one tutor in each. The groups were observed at their two-weekly meetings for three weeks. The observations were recorded by video and written reports. Three illustrative examples of these observations are presented and discussed. The purpose of the(More)
  • K H Lycke
  • 1995
Since problem-based learning is becoming more popular in medical education, the interest in the effects of and theoretical foundations for, such educational strategies is increasing. This article reviews research on the effects of problem-based learning, and relevant research on the development of knowledge and learning. In conclusion it is shown that the(More)
UNLABELLED Dental education has been reviewed, and suggestions for further enhancement include the implementation of faculty development activities to enhance teaching and learning environments. PURPOSE The aim of this study was to gain insight into the participants' perceptions of outcomes of faculty development for clinical teachers and clinical(More)
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