ABSTRACT
To validate the hypothesis that to achieve selfdirected learning targets, medical students in Problem- Based Learning [PBL] curriculum would have higher levels of computer literacy and make greater use of the Internet compared to their counterparts in a traditional curriculum A questionnaire based study Arabian Gulf University [AGU], Manama, Bahrain and the Medical School, University of Udine, Italy, during the academic year 2003-2004 Years 2-4 medical students of AGU [PBL curriculum] and Year-3 medical students of MSU [traditional curriculum] Comparison of computer ownership and literacy, and Internet usage among students in PBL and traditional curricula There was a high degree of computer literacy and ownership in both settings. The number of PBL students using word processing software was significantly higher [AGU 70.9% vs. MSU 34.7%; p < 0.05]. The commonest Internet use was e-mail to chat with friends [> 90% in both institutions]. Majority of the students obtained up to 40% of learning information online [MSU 93.9% vs. AGU 74.2%; p < 0.01]. There was a significant increase from year 2 - 4 in the number of AGU undergraduates getting 40-60% of learning information online [p < 0.01]. Access to original scientific literature as evidenced by websites visited and usage of Adobe Acrobat Readerr was lower among PBL students [MSU 51% vs. AGU 23.2%; p < 0.05]. For appropriate utilization of IT as an enriching PBL tool, more careful planning, integration and adequate guidance of the students with emphasis on content is needed