Abstract
The authors explore the redesign of a traditional distance nursing program to integrate problem-based learning (PBL) strategies. Using pre- and postcourse questionnaires, learning satisfaction was compared between students who attended the PBL course face-to-face and those who received the course via audio-teleconferencing. Tutor and student perceptions of PBL via audio-teleconferencing are also described. Study results suggest that audio-teleconferencing is an effective means of delivering PBL by distance education.