Do different pedagogical conceptions result in different quality of life levels?
Oscarina da Silva EzequielBianca Sakamoto Ribeiro PaivaAlessandra Lamas Granero LucchettiCarlos Eduardo PaivaIvana Lúcia Damásio MoutinhoRobson Aparecido Dos Santos BoniGiancarlo LucchettiPublished in: Revista da Associacao Medica Brasileira (1992) (2020)
Our findings revealed that, despite having very distinct pedagogical conceptions and characteristics, there were no significant differences in medical students' QoL scores between both institutions. These results are surprising and differ from our initial hypothesis, which expected better QoL for those using more active and student-centered methods.
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