Pharmacology and therapeutics resource session attendance and academic performance of pre-clerkship medical students in problem-based learning curricula

摘要

BackgroundThe relationship between large-group classroom attendance by students and test achievement in problem-based learning (PBL) curricula is unclear. This study examined the correlation between attendance at resource sessions (hybrid lectures in the PBL curriculum) and test scores achieved in pharmacology and determined whether the score achieved was related to student gender.