@article {Grand{\textquoteright}Maison557, author = {P. Grand{\textquoteright}Maison and J. E. Des Marchais}, title = {Preparing faculty to teach in a problem-based learning curriculum: the Sherbrooke experience}, volume = {144}, number = {5}, pages = {557--562}, year = {1991}, publisher = {CMAJ}, abstract = {Over the last 6 years Sherbrooke Medical School has undertaken a major reform of its undergraduate curriculum. A new student-centred, community-oriented curriculum was implemented in September 1987. Problem-based learning (PBL) is now the main educational method. To adequately prepare teachers for the curriculum a series of faculty development programs in pedagogy were offered: first, a 2-day introductory workshop to initiate teachers into educational principles and their application in the new program; second, a 1-year basic training program in medical pedagogy; third, a 1-day workshop on PBL; and fourth, a comprehensive 3-day training program in PBL tutoring. Over 60\% of all full-time teachers attended the introductory program and 80\% the tutor training program. The 1-year basic training program was completed by 33\% of the faculty members. The implementation of these programs, coupled with a high participation rate, resulted in a more student-centred educational philosophy and a greater interest in medical education. This had a significant impact when the new curriculum was instituted. Lessons learned from the experience are discussed.}, issn = {0820-3946}, URL = {https://www.cmaj.ca/content/144/5/557}, eprint = {https://www.cmaj.ca/content}, journal = {CMAJ} }