This study compares the effects of delivery medium (online vs. face-to-face) and facilitator content expertise on academic outcomes in a problem-based learning (PBL) course in anatomy for pre-health/medical majors. The content of online PBL sessions was examined to gain insight into the problem-solving process taking place in these situations. Neither the delivery medium nor the facilitator's content expertise had any statistically significant impact on students' quiz performance. Although students initiated most of the questions during online PBL sessions, the majority of these questions were at the lower levels of Bloom's Taxonomy and focused primarily on gathering information about the cases.