A qualitative study of initial faculty tutors in a problem-based curriculum.

Area of Science:

• Medical Education
• Curriculum Development
• Innovation in Higher Education

Background:

• Medical schools increasingly adopt problem-based learning (PBL) small-group methods.
• PBL implementation requires significant faculty time and support.
• Understanding faculty motivations is crucial for successful curriculum innovation.

Purpose of the Study:

• To examine characteristics and beliefs of faculty tutors in a new problem-based curriculum.
• To identify factors influencing faculty adoption of PBL at Harvard Medical School's New Pathway Project.

Main Methods:

• Qualitative analysis of faculty volunteers during the initial two years of the New Pathway Project.
• Examining faculty characteristics and beliefs regarding problem-based teaching.

Main Results:

• Faculty adoption of PBL was influenced by perceived need for change and anticipated benefits.
• Initial adopters demonstrated a strong orientation toward institutional colleagueship.
• Personal contact with colleagues was essential for faculty decision-making regarding PBL participation.

Conclusions:

• Faculty engagement in PBL is driven by perceived educational needs and benefits.
• Colleagueship and personal networks play a vital role in adopting educational innovations.
• Improving medical education is a primary motivator for faculty involvement in PBL curricula.