Sammendrag
The implementation of group learning in medical education puts specia l demands on the participants, but also offers pedagogical benefits, wich may conducive to the efficient leaning of facts, skills and atti tudes. The group makes it possible to verify or modify the learned ma terial, which is an important part of preparing for a careeer as a do ctor. Students develop a dependence on others when solving problems i n the groups, whereas as clinicians they are often alone when confron ted with problems demanding quick dicisions. In this article we discu ss some of the pedagogical principles involved in group learning and make suggestions on how to apply them to learning based on problem so lving and other forms of groups learning in the medical curriculum.
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