Problem-Based Learning (PBL) has been the ‘buzz word’ in medical education for some time now. Many medical schools throughout the world have revised their curriculum to include more problem-solving sessions and active learning type formats. Basic scientists are often skeptical of PBL because of their perceived lack of clinical knowledge. In the following article, Joseph Goldfarb describes a ‘low stakes’ method of incorporating both technology and problem-solving into a basic science course. It is a good first step in venturing into the realm of both problem-solving and involving technology in the teaching of a basic science course to medical students.