This analysis shows how teaching methods improve knowledge retention in students at a Medical Prevention Faculty.
The paper considers the methods and problems of teaching general epidemiology with fundamentals of evidence-based medicine to three-year students of a Medical Prevention Faculty. It discusses the specific features of expanding individual topics and the apprehension of knowledge by the students. Approaches to score rating of their knowledge are reported.
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Брусина et al. (2010) studied this question.
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