Faculty development for problem‐based learning programs

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Abstract
Tutoring in a Problem‐Based Learning (PBL) program requires different skills than teaching in a more traditional program. Because the roles are so different, faculty development is considered necessary in any switch to a PBL curriculum. In this article, I compile information about seven faculty development programs and review studies that evaluate the effect of faculty development as it pertains to PBL. Approaches to evaluation used in studies of faculty development programs include participants’ end‐of‐workshop questionnaires or interviews, both relating to participant satisfaction; pre‐ and posttesting for attitudinal change or the cognitive component of the learning; student questionnaires related to posttraining performance; and direct observation. Comments from several evaluation studies suggest that longer tutor training programs are needed. Evidence being collected in the literature strongly suggests that tutors require instruction in the content of the PBL cases.