How did these two iterations emerge from the McMaster experiment? What is the difference between these two versions, and how does this play out in terms of the way PBL is conducted? Why does this difference matter for medical education? Using historical data from oral history interviews, archives from McMaster University and Maastricht University and contemporary publications, this paper will try to answer these questions and shed light on a little known but highly significant divide in medical education.
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Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps.
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