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It is now widely recognised that the pre-clinical medical curriculum has emphasised the transmission and acquisition of ‘facts’ at the expense of opportunities for students to learn to apply and use these ‘facts’ in solving problems. Various curricular reforms have been suggested to correct this situation. Computer-based simulations represent a teaching tool that can provide students with the problem-solving experience needed. Systems ranging in complexity from the most simple (cells, single organs) to the most complex (an entire patient) can now be simulated. Simulations may also incorporate didactic interaction, thus providing an additional potent learning tool. These programs may be written to provide a sequence of problem-solving experiences in subjects ranging from the basic medical science to clinical diagnosis, thus contributing to the development and improvement of the students' analytical abilities.
Michael et al. (Wed,) studied this question.