Diaries of evidence-based tutors: beyond 'numbers needed to teach'...

Interprofessional evidence-based health care courses have been held through out the UK over the last few years, modelled on the approach used in McMast er University of using problem-based facilitated small-group formats to ach ieve the stated goals. Both delegates and tutors have been aware of the ten sions which are inherent within these courses between: (a) the variation in learning cultures which is exhibited by the delegates and the effect this has on processes (i.e. the tension between the reductionist approach of bio science and the more qualitative leanings of the applied and 'caring' disci plines); and (b) the conflict which arises between the goal of 'learning' a pplied healthcare biostatistics and the ability to leave the course with th e skills to teach others. This qualitative study uses tutor-kept diaries to understand some of the tensions apparent to the teaching faculty during a week-long course in Wales, UK.