Meeting the challenge of problem-based learning: developing the facilitators

Problem-based learning methodologies are now extensively utilized within co ntemporary nursing curricula. One factor which has been found to be vital t o the successful use of these methodologies is the effectiveness of the fac ilitator. For some teachers, the facilitation of problem-based learning tut orials demands a shift from teacher- to student-centred instruction; for ot hers it requires continuing development of present practice. It is proposed that this transformation or modification of teacher practice can be achiev ed through the use of group reflection for teacher development. This paper suggests that a group reflective practice strategy for facilitator developm ent is more likely to prepare teachers to meet the demands of problem-based learning than traditional forms of staff development. The strategy proffered for teacher development has two phases: phase one es tablishes the group and centres discussion on the practice of problem-based learning facilitation; phase two involves critical analysis of personal pr actice of facilitation in the context of problem-based learning with a view to increased self-knowledge, ultimately leading to a change in practice. C hanges to personal practice will be sustained by repeated participation in phase two. Essential to this ongoing participation will be recognition and support from the host organization. (C) 2001 Harcourt Publishers Ltd.