Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: the Flinders University experience

Area of Science:

• Medical Education
• Problem-Based Learning

Background:

• A new graduate-entry medical program (GEMP) was established with a curriculum centered on problem-based learning (PBL).
• Understanding faculty and departmental contributions to PBL tutoring is crucial for curriculum sustainability.

Purpose of the Study:

• To quantify and analyze the contributions of individual teachers and departments to PBL tutoring in the initial years of a GEMP.
• To identify patterns in PBL tutor engagement and departmental involvement.

Main Methods:

• A database was compiled of all PBL tutoring activities during the first two years of the GEMP.
• Data were analyzed to determine the extent of individual and departmental participation in PBL tutoring.

Main Results:

• After three years, 25.9% of staff were trained as PBL tutors, with 18.7% having tutored.
• Significant variations in tutoring contributions existed among individuals and departments.
• Non-clinical departments made a greater relative, though smaller absolute, contribution to tutoring compared to clinical departments.

Conclusions:

• The study identified an uneven distribution of PBL tutoring workload.
• A formula was developed and implemented to distribute the PBL tutoring load more equitably across departments.
• Strategies to encourage broader staff participation in PBL tutoring were considered.