Figure 2
From: Application of PRI-E–a combined learning method in oral and maxillofacial oncology education
Study design flow chart. The students who participated in this study were first randomly divided into PRI-E group and LBL group in equal quantity. They went through the same four steps, including teaching acidity proceeding, final test, student questionnarie and staff questionnarie. The last three steps were compared between the two groups.
