title: Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor.
abstract: BACKGROUND
  Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger scope of teacher satisfaction and motivation in higher education.
  
  
  METHODS
  From 2007 to 2010, following the introduction of new PBL-based curriculum in undergraduate medical education, all faculty members serving as tutors were invited to attend an interview as part of this study. Semi-structured interviews approximately one hour in length were conducted with 14 individuals- 11 who had tutored in PBL within the Faculty of Medicine and Dentistry and 3 faculty members who had chosen not to participate in PBL. Thematic analysis was employed as the framework for analysis of the data.
  
  
  RESULTS
  Seven factors were identified as affecting recruitment and retention of tutors in the undergraduate medical education program.
  
  
  CONCLUSIONS
  We suggest that identification and strengthening of the factors that promote tutor recruitment and retention may serve to strengthen PBL initiatives and, furthermore, may increase our understanding of motivation by academics in other aspects of medical education.
authors.affiliation: Department of Speech Language Pathology and Audiology, University of Alberta, Canada.
authors.forename: Teresa
authors.initials: T
authors.lastname: Paslawski
authors.affiliation: Department of Anesthesiology and Pain Medicine, University of Alberta, Canada.
authors.forename: Ramona
authors.initials: R
authors.lastname: Kearney
authors.affiliation: Department of Surgery, University of Alberta, Canada.
authors.forename: Jonathan
authors.initials: J
authors.lastname: White