This study describes the result of implementing the Problem List Generator (PLG), a computer-based tool designed to help clinical pathology students learn diagnostic problem solving. Participants included 507 veterinary students: 173 in the treatment groups and 334 in the nontreatment (comparison) group. The comparison students did not use the PLG; one experimental group participated in PLG-based case-discussion sessions, and the other used the PLG both for case-discussion sessions and for homework. Both treatment groups scored significantly higher on the final exam (p = .001 and .000 respectively) than the comparison group. The findings suggest that student problem-solving ability improved because students identified all relevant data before attempting to provide a solution, and because student and expert solutions to identical problems were generated and compared using the same process.
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