Development and evaluation of computerized problem-based learning cases emphasizing basic sciences concepts

Computerized problem-based learning (PBL) cases were developed that replica te the critical thinking process undertaken by students during traditional facilitator-led PBL sessions. Eight computerized PBL cases emphasizing medi cinal chemistry and pharmaceutics concepts were developed initially from am ong those used previously during facilitator-led sessions. Two case version s were developed: one incorporating concept maps emphasizing key ideas and another lacking the maps. Quiz scores and attitudes were measured and compa red among students using the computerized PBL cases (with and without maps) and the previous year's class who attended only facilitator-led sessions. Scores on the 12 quizzes administered did not differ significantly among th e different student groups. Students consistently felt that the PBL session s improved their problem-solving skills, use of information resources, and communication/interaction skills. Computerized PBL cases can be a useful al ternative to facilitator-led sessions to reduce faculty time demands in thi s process while retaining the benefits.