Objective. To implement a model of competency-based education in a basic science competency course using WebCT to improve doctor of pharmacy (PharmD) students' understanding and long-term retention of course materials.Methods. An anatomy-cell biology course was broken down into 23 modules, and worksheets and mirrored examinations were created for each module. Students were allowed to take the proctored examinations using WebCT as many times as they wanted, with each subsequent test containing a new random subset of questions. Examination scores and the number of attempts required to obtain a passing score were analyzed. Results. Student performance improved with the number of times a module examination was taken. Students who initially had low scores achieved final competency levels similar to those of students who initially had high scores. Score on module scores (didactic work) correlated with scores on practical work Conclusions. Using WebCT to implement a model of competency-based education was effective in teaching foundational anatomy and cell biology to pharmacy students and could potentially be applied to other basic science courses.Keywords: Keller method, anatomy, basic sciences, competency, WebCT INTRODUCTIONA main concern in education is that students do not learn as effectively when teachers rely heavily upon traditional didactic lectures.1 The primary reasons for this include: (1) not distinguishing between students with regard to previous knowledge levels, learning styles, and individual learning ability; (2) using the same instructional pace for weak and strong students; and (3) lack of feedback after examinations. In addition, even when graded examinations are returned to them, students rarely undergo the process of correcting their knowledge deficits and retesting that new knowledge.These educational limitations have been addressed by the Accreditation Council for Pharmacy Education (ACPE) in Standard 12: ''Attention should be given to teaching efficiencies and effectiveness as well as innovative ways and means of curricular delivery. Educational techniques and technologies should be appropriately integrated to. . . meet the needs of diverse learners. (In addition) evidence that the educational process involves students as active, self-directed learners. . . should be provided. '' 2 Despite the drawbacks of the large class lecture format and ACPE's recommendation that pharmacy schools use innovative teaching strategies, many pharmacy faculty members still rely heavily upon traditional didactic lectures. To follow through on the ACPE's suggestion, we evaluated the extent to which a model of competencybased education (Keller's Personalized System of Instruction 3 ) provides more effective PharmD instruction in the Anatomy and Cell Biology course at our School of Pharmacy.The Keller model of competency based education is founded upon the educational concept of ''mastery learning'' where it is postulated that regardless of level of intelligence, all individuals could learn a subject given enou...