Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study

摘要

BackgroundAsian educators have struggled to implement problem-based learning (PBL) because students rarely discuss their work actively and are not sufficiently engaged in self-directed learning. Supplementing PBL with additional e-learning, i.e. ‘blended’ PBL (bPBL), could stimulate students’ learning process.