<H4>ABSTRACT</H4> <P>Professional competencies are derived from formal, informal, and hidden curricula. Problem-based learning (PBL) is one pedagogy that addresses all three curricula types and facilitates the development of key professional competencies such as critical thinking, communication skills, interpersonal relations, and self-assessment. This article reports on a formative evaluation study completed by three cohorts of master’s degree students and two nurse faculty-tutors who used the Web-based PBL-Evaluator after each of 10 PBL cases delivered over two semesters. Major findings included notable differences among self, peer, and tutor in rating the five domains; an increase in ratings by PBL case and evaluator type as the two semesters progressed; and substantial differences among evaluators in providing positive and negative feedback.</P> <H4>AUTHORS</H4> <P>Received: June 4, 2004</P> <P>Accepted: May 20, 2005</P> <P>Dr. John F. Chaves is Professor and Vice Dean for Dental Education, School of Dental Medicine, State University of New York at Stony Brook, Stony Brook, New York; Dr. Baker is Professor, Nursing Administration and Philanthropic Studies, and Director, International Health Initiatives, Office of International Affairs, Indiana University, Indianapolis, Indiana; Mr. John A. Chaves is Senior Member, Technical Staff, Open Data Group, Oak Park, Illinois; and Dr. Fisher is Professor and Chair, Environments for Health, School of Nursing, Indiana University, Indianapolis, Indiana.</P> <P>Address correspondence to Constance M. Baker, EdD, RN, Office of International Affairs, Indiana University, 902 West New York Street, ES 2129, Indianapolis, IN 46202-5197; e-mail: <A HREF="mailto:cbaker1@iupui.edu">cbaker1@iupui.edu</A>.</P>