PT  - JOURNAL ARTICLE
AU  - P. Grand'Maison
AU  - J. E. Des Marchais
TI  - Preparing faculty to teach in a problem-based learning curriculum: the Sherbrooke experience
DP  - 1991 Mar 01
TA  - Canadian Medical Association Journal
PG  - 557--562
VI  - 144
IP  - 5
4099  - http://www.cmaj.ca/content/144/5/557.short
4100  - http://www.cmaj.ca/content/144/5/557.full
SO  - CMAJ1991 Mar 01; 144
AB  - 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.