Game-based blended learning versus traditional lecture for evidence-based medicine (EBM) competencies in undergraduate medical students: a quasi-experimental study.
- DOI
- 10.1186/s12909-026-09628-3
- Published
- 2026 Jun 8
- Container
- BMC medical education
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.1186/s12909-026-09628-3,
title = {Game-based blended learning versus traditional lecture for evidence-based medicine (EBM) competencies in undergraduate medical students: a quasi-experimental study.},
author = {Zand V and Bazi R and Keshmiri F},
year = {2026},
journal = {BMC medical education},
doi = {10.1186/s12909-026-09628-3},
url = {https://doi.org/10.1186/s12909-026-09628-3}
}RIS
TY - JOUR TI - Game-based blended learning versus traditional lecture for evidence-based medicine (EBM) competencies in undergraduate medical students: a quasi-experimental study. AU - Zand V AU - Bazi R AU - Keshmiri F PY - 2026 JO - BMC medical education DO - 10.1186/s12909-026-09628-3 UR - https://doi.org/10.1186/s12909-026-09628-3 ER -
APA
V, Z., R, B., & F, K. (2026). Game-based blended learning versus traditional lecture for evidence-based medicine (EBM) competencies in undergraduate medical students: a quasi-experimental study.. BMC medical education. https://doi.org/10.1186/s12909-026-09628-3
Source records
- pubmed · retrieved 2026-11-10T13:20:40.588Z