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A Response to “Comparison Between Problem-Based Learning and Lecture-Based Learning: Effect on Nursing Students’ Immediate Knowledge Retention” [Letter]

Authors Penumaka R

Received 30 December 2020

Accepted for publication 16 January 2021

Published 25 January 2021 Volume 2021:12 Pages 97—98

DOI https://doi.org/10.2147/AMEP.S299726

Checked for plagiarism Yes

Editor who approved publication: Dr Md Anwarul Azim Majumder


Rahul Penumaka

Imperial College London School of Medicine, Imperial College London, London, UK

Correspondence: Rahul Penumaka Email rahul.penumaka16@imperial.ac.uk


I read, with great interest, the article by Solomon which compared problem-based learning and lecture-based learning methodologies amongst nursing students. 1 The study found that lecture-based learning was better at increasing immediate knowledge retention and preferred by students compared to problem-based learning. As a medical student, I believe these findings are deeply relevant. Medical schools around the world have integrated problem-based learning into their curriculums and reduced the amount of lecture-based teaching. 2 However, there are a few points regarding the study’s methodology and outcome measures which require further discussion.

View the original paper by Solomon

A Response to Letter has been published for this article.



 

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