Med-Start is a 5-week program that encourages rural, minority, and economically disadvantaged high school seniors throughout Arizona to pursue careers in the health professions. In order to assist these students in making the transition from high school to college and then to professional school, Med-Start provides academic coursework and seeks to help students enhance critical thinking skills. In past years, one course, a Cultures of Medicine class, has required students to complete technology-based assignments. After several years, instructors had been unable to document any change in students' critical thinking as a result of the course, and student discontent with the course was obvious. The redesign of the course was undertaken to achieve enhanced critical thinking through the use of technology. Using the framework of pragmatic constructivism (Cobb, 2002) to guide the instructional design process, course developers created a 7.5 hour course. This framework supported an instructional design approach that considered the technological environment, the student learning process, and the teacher's role within this environment while allowing for ongoing evaluation and revision of the course. Within this framework, using results for 2 classes of 60 students each, it was determined that a learning environment can be created in which technology enhances students' critical thinking skills in a relatively short time. (Author/SLD)