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| Exploring Learning Styles in Students Attended Problem-Based Learning Package at Hue University of Medicine and Pharmacy |
| Nguyen Thi Anh Phuong, Trang Ho Thi Thuy, Ba Hai Mai, Duc Ton Nu Minh, Ha Hoang Thi Viet, Bao Ha Van Anh, Huy Nguyen Vu Quoc |
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J Probl Based Learn. 2018;5(2):37-42. Published online October 31, 2018 DOI: https://doi.org/10.24313/jpbl.2018.5.2.37 |
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Exploring Learning Styles in Students Attended Problem-Based Learning Package at Hue University of Medicine and Pharmacy Journal of Problem-Based Learning. 2018;5(2):37-42  Exploring Learning Strategies of Nursing Students at Hue University of Medicine and Pharmacy, Vietnam Journal of Problem-Based Learning. 2020;7(2):74-85 Problem-Based Learning in nursing education at Hue University of Medicine and Pharmacy, Vietnam: Perspective and needs assessment Journal of Problem-Based Learning. 2016;3(1):9-14 Exploring a Problem-Based Learning Approach in Pharmaceutics Pharmacy. 2017;5(3):53 Attitudes and Perceptions Towards Nursing Profession Among Nursing Students at Hue University of Medicine and Pharmacy Journal of Problem-Based Learning. 2018;5(2):55-62 An enhanced Bayesian model to detect students’ learning styles in Web-based courses Journal of Computer Assisted Learning. 2008;24(4):305-315 A scaffolded problem-based learning course for first-year pharmacy students Currents in Pharmacy Teaching and Learning. 2022;14(3):352-358 Exploring pharmacy students' interest in digital badges Currents in Pharmacy Teaching and Learning. 2021;13(5):506-511 Evaluation of an intervention to support the development of clinical problem solving skills during a hospital-based experiential learning program for South African pharmacy students Currents in Pharmacy Teaching and Learning. 2020;12(5):590-601 Corrigendum to “Evaluation of an intervention to support the development of clinical problem solving skills during a hospital-based experiential learning program for pharmacy students” [Currents in Pharmacy Teaching and Learning 12 (2020) 590–601] Currents in Pharmacy Teaching and Learning. 2020;12(9):1162 |
