Problem-based learning (PBL) tutors (n = 27) were interviewed to identify p
roblems they encountered in facilitating a hybrid PBL-lectures curriculum.
Analysis of responses yielded six problems for students: "mini-lecturing,"
dysfunctional group dynamics, completing cases too quickly, superficial res
earch, frustration with tutors who lack content expertise, and lack of supp
ort for PBL. These may arise because students lack problem-solving and inte
rpersonal skills needed to benefit from PBL.