A qualitative study of initial faculty tutors in a problem-based curriculum.
Numerous medical schools are beginning to plan single courses, separate curricular tracks, or entire curricula using problem-based, small-group methods. The use of these methods places a high demand on faculty members' time and support. In the present study, the authors examined the characteristics and beliefs of those faculty members who volunteered as tutors for problem-based teaching during the first two years of the New Pathway Project at Harvard Medical School. The results confirm several major conclusions of innovation research: that an individual's adoption of an innovation is heavily influenced by his or her perceived need for change and the benefits that might result from becoming involved in this change; that initial adopters tend to be oriented toward institutional colleagueship; and that personal contacts with colleagues play an essential role in their decision to participate. In addition, the desire to improve medical education emerged as a major motive for involvement in the problem-based curriculum.
Wilkerson
L
L
Office of Educational Development, Harvard Medical School, Boston, Massachusetts.
Maxwell
J A
JA
D001900:Boston; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D005180:Faculty, Medical; D013663:Teaching / Q000379:methods*