title: [Problem based learning from the perspective of tutors].
abstract: BACKGROUND
  Problem based learning is a student centered learning technique that develops deductive, constructive and reasoning capacities among the students. Teachers must adapt to this paradigm of constructing rather than transmitting knowledge.
  
  
  OBJECTIVE
  To interpret the importance of tutors in problem based learning during a module of Health research and management given to medical, nursing, physical therapy, midwifery, technology and nutrition students.
  
  
  METHODS
  Eight teachers that participated in a module using problem based learning accepted to participate in an in depth interview. The qualitative analysis of the textual information recorded, was performed using the ATLAS software.
  
  
  RESULTS
  We identified 662 meaning units, grouped in 29 descriptive categories, with eight emerging meta categories. The sequential and cross-generated qualitative analysis generated four domains: competence among students, competence of teachers, student-centered learning and evaluation process.
  
  
  CONCLUSIONS
  Multiprofessional problem based learning contributes to the development of generic competences among future health professionals, such as multidisciplinary work, critical capacity and social skills. Teachers must shelter the students in the context of their problems and social situation.
authors: Oficina de Educación en Ciencias de la Salud (OFECS), Departamentos de Obstetricia y Ginecología, Facultad de Medicina, Universidad de La Frontera, Temuco, Chile. nnavarro@ufro.cl
authors: Nancy
authors: N
authors: Navarro Hernández
authors: Mónica
authors: M
authors: Illesca P
authors: Mirtha
authors: M
authors: Cabezas G
mesh_terms: D002677:Chile; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D005180:Faculty, Medical / Q000592:standards*; D006281:Health Occupations / Q000193:education*; D006801:Humans; D008611:Mentors; D018794:Problem-Based Learning / Q000379:methods*; D013192:Staff Development