Describes a study of medical school students in The Netherlands that tested the assumption of problem-based learning that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. Faculty objectives and student-generated learning issues are compared. (LRW)

Characterizes typical training programs on "learning to think," outlines past research, and lists criteria for an aptitude-treatment interaction (ATI) study of the relationship between tasks, training methods, and student attributes. Details are given of two computerized experiments examining the different effects of algorithmic and…