title: Preparing faculty to teach in a problem-based learning curriculum: the Sherbrooke experience.
abstract: Over the last 6 years Sherbrooke Medical School has undertaken a major reform of its undergraduate curriculum. A new student-centred, community-oriented curriculum was implemented in September 1987. Problem-based learning (PBL) is now the main educational method. To adequately prepare teachers for the curriculum a series of faculty development programs in pedagogy were offered: first, a 2-day introductory workshop to initiate teachers into educational principles and their application in the new program; second, a 1-year basic training program in medical pedagogy; third, a 1-day workshop on PBL; and fourth, a comprehensive 3-day training program in PBL tutoring. Over 60% of all full-time teachers attended the introductory program and 80% the tutor training program. The 1-year basic training program was completed by 33% of the faculty members. The implementation of these programs, coupled with a high participation rate, resulted in a more student-centred educational philosophy and a greater interest in medical education. This had a significant impact when the new curriculum was instituted. Lessons learned from the experience are discussed.
authors.affiliation: Department of Family Medicine, Sherbrooke Medical School.
authors.forename: P
authors.initials: P
authors.lastname: Grand'Maison
authors.forename: J E
authors.initials: JE
authors.lastname: Des Marchais
mesh_terms: D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D005069:Evaluation Studies as Topic; D006801:Humans; D011792:Quebec; D013663:Teaching