Problem-based learning as a preparation for professional practice

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Bohn Stafleu van Loghum
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There is increasing pressure for professional accountability and assurance to the public that doctors are clinically competent to practise. UK medical schools, to deliver more reliable examinations which test broadly across the curriculum, have moved from traditional assessments such as long cases and orals to more ‘atomised’ formats such as the Objective Structured Clinical Examinations (OSCEs) and Multiple Choice Questions.

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