This Article  • Full text  • PDF  • Send to a friend  • Save in My Folder  • Save to citation manager  • Permissions  Citing Articles  • Citing articles on ISI (1)  • Contact me when this article is cited  Related Content  • Similar articles in this journal

Arch Pediatr Adolesc Med. 2001;155:1278.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

We are grateful for the interest generated by our article on the effect of problem-based learning (PBL) on residents' self-directed learning.¹ Dr DeWitt's editorial² was balanced and on target. We concur with his assertion that medical education research methodology needs to be more rigorous as we strive toward the goal of developing lifelong learners. Also, we were very excited that our article was chosen as the debut for the newly created "Evidence-Based Journal Club."³ The analysis of our study, conducted by Juul-Dam and colleagues,³ was rigorous and fair. They made several important observations about some of the limitations of our study, some of which were noted in the article. In addition, however, they raised several questions to which we wish to respond by providing additional information that may be helpful to them and your readership:

Juul-Dam et al³ suggest that differences in postgraduate level of training and on-call schedules may . . . [Full Text of this Article]