title: Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: the Flinders University experience.
abstract: OBJECTIVE
  To examine the contribution made to problem-based learning (PBL) by individual teachers and by departments in years 1 and 2 of a new graduate-entry medical programme (GEMP) with a PBL-based curriculum.
  
  
  METHODS
  We compiled a database on all PBL tutoring undertaken in years 1 and 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 departments.
  
  
  RESULTS
  At 3 years following introduction of the GEMP, 136 (25.9%) of the school's 525 staff had trained as PBL tutors and 98 (18.7%) had tutored. Both individuals and departments differed greatly in the amount of time devoted to PBL tutoring. Staff who tutored once tended to tutor again in subsequent years. Compared with staff in clinical departments, those in non-clinical departments (who constituted 12% of the total) made a greater relative contribution though a smaller absolute contribution to tutoring.
  
  
  CONCLUSIONS
  These findings prompted us to develop a formula that distributes the PBL tutoring load more evenly across departments. This was successfully 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.
authors: School of Medicine, Flinders University, Adelaide, South Australia.
authors: P
authors: P
authors: Finucane
authors: F
authors: F
authors: Nichols
authors: B
authors: B
authors: Gannon
authors: S
authors: S
authors: Runciman
authors: D
authors: D
authors: Prideaux
authors: T
authors: T
authors: Nicholas
mesh_terms: D001315:Australia; D003479:Curriculum; D004501:Education, Medical / Q000379:methods*; D005178:Faculty; D006801:Humans; D018794:Problem-Based Learning; D012577:Schools, Medical; D013192:Staff Development; D000078329:Workforce