Allowing plant pathology students to tackle fictitious or real crop problems during the course of their formal training not only teaches them the diagnostic process, but also provides for a better understanding of disease etiology. Such a problem-solving approach can also engage, motivate, and enthuse students about plant pathology in general. This paper presents examples of three problem-based approaches to diagnostic training utilizing freely available software. The first provides an "adventure-game" simulation where students are asked to provide a diagnosis and recommendation after exploring a hypothetical scenario or "case". Guidance is given on how to create these scenarios. The second approach involves students creating their own scenarios. The third uses a diagnostic template combined with reporting software to both guide and capture students' results and reflections during a real diagnostic assignment.
Keywords: CHALLENGE FRAP; DIAGNOSIS FOR CROP PROBLEMS; problem-based learning; scenario-based training; training software.