This article reports on a small-scale research project (n=56) that investigated student educational gain. For the purposes of this study, gain is defined as an increase in the score that students obtain for pre/post intervention tests. Students received authentic exposure to the process via a web-delivered problem-based scenario. The students were randomly allocated to case and control groups. No statistically significant differences in educational gain were recorded between the two groups. However, the research highlights the requirement to fully integrate problem-based learning (PBL) work into a curriculum. It also confirms findings from other research that students engage well with PBL and enjoy the learning process using this methodology.

A knowledge management (KM) framework enhances knowledge gathering, sharing, application, and retention within clinical development and enables the effective and successful implementation of a clinical quality management system (QMS). The goal of managing knowledge is to improve organizational performance by getting the right information to the right people at the right time. The concepts of KM have been around for decades but, to date, have not been widely adopted within the clinical development arena. Implementing a structured approach and strategy to managing knowledge can enable more timely and informed decision making, enhance quality and productivity, and ultimately support the delivery of new products to patients. This paper outlines in general terms key elements of a clinical knowledge management (CKM) framework to assist clinical development organizations in understanding its benefits and basic components. Ideas are provided at a high level for flexible approaches and solutions aimed to enhance knowledge gathering, sharing, application, and retention within clinical development.

Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using challenge FRAP, Interactive Learning Environments, 15:1, 77-91, Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL design is the inclusion of instructional support, such as scaffolding, to guide and assist the learner through the reasoning process that is crucial to successful problem-solving. The e-learning tool 'Challenge FRAP' (Form for the Recording of the Analysis of Problems) is client-based public domain authoring software which facilitates the use of scaffolding, the provision of progressive feedback and can promote student reflection at key decision-making points. This paper illustrates the benefits of such an e-learning scaffolding tool through two PBL case studies; one group-based PBL task in science and technology and one selfdirected PBL task in plant pathology.

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A web‐based virtual laboratory exercise in identifying an unknown microorganism was designed for use with a cohort of 3rd‐year university food‐technology students. They were presented with a food‐contamination case, and then walked through a number of diagnostic steps to identify the microorganism. At each step, the students were asked to select 1 of 4 tests. All tests had an associated cost. Feedback was given on selection and once the right test was selected, students were shown the results and could progress. At the end of the exercise, students had determined a number of characteristics of the microorganism. They were then required to identify the organism using a variety of reference material and present a report on the significance of the microorganism identified. A student survey showed they enjoyed the exercise and felt it fulfilled the aims and objectives of the lesson. There was a positive response to its flexible nature and the inclusion of test costs. This virtual laboratory was less expensive and 10 times faster than a traditional laboratory exercise yet achieved the same learning outcomes for students who were already familiar with laboratory techniques. The virtual lab was developed with a generic template that could be used for future lessons.