Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum:the Flinders University experience

Objectives To examine the contribution made to problem-based learning (PBL) by individual teachers and by departments in years 1 and 2 of a new gradua te-entry medical programme (GEMP) with a PBL-based curriculum. Methods We compiled a database on all PBL tutoring undertaken in years 1 an d 2 during the first 3 years in which the GEMP was delivered. This allowed us to quantify and analyse the contribution made by individuals and by depa rtments. Results At 3 years following introduction of the GEMP, 136 (25.9%) of the s chool's 525 staff had trained as PBL tutors and 98 (18.7%) had tutored. Bot h individuals and departments differed greatly in the amount of time devote d to PBL tutoring. Staff who tutored once tended to tutor again in subseque nt years. Compared with staff in clinical departments, those in non-clinica l departments (who constituted 12% of the total) made a greater relative co ntribution though a smaller absolute contribution to tutoring. Conclusions These findings prompted us to develop a formula that distribute s the PBL tutoring load more evenly across departments. This was successful ly introduced in 1999. It recognizes the fact that only a minority of staff will volunteer to become PBL tutors. Strategies that might encourage more staff to tutor are briefly discussed.