• Himanshu Pandya and Sarmishtha Ghosh.
• Pramukhswami Medical College, H.M. Patel Centre for Medical Care and Education, Karamsad, Gujarat, India. dr_hvp@yahoo.com
• Natl Med J India. 2008 Sep 1; 21 (5): 243-5.

BackgroundThe Medical Council of India has recommended that the learning process should include a problem-oriented approach and case studies in addition to other teaching-learning methods. The medical education unit at our college planned a workshop to enable the faculty to acquire the role of a facilitator; a role different from that of a conventional teacher.MethodsA core group of in-house faculty who had previous exposure to problem-based learning (PBL) and external experts planned the 2-dayworkshop. Participants were administered a pre- as well as post-test questionnaire on understandingofPBL and asked to provide feedback on their experience. A week later a second workshop on creating effective case scenarios was conducted and feedback was obtained.ResultsAbout 92%-96% of participants felt that the PBL workshop helped them to understand the meaning of PBL, steps of PBL, importance of group dynamics and student responsibilities in PBL. Thirty-two percentstated thattheworkshop did nothelpthem in understanding the role of a good PBL facilitator.ConclusionTwo faculty development workshops created awareness and understanding of PBL and case writing for PBL among our faculty who were trained in the traditional system of teaching. However, responses from the faculty suggested that a workshop focused on developing facilitator skills would be essential to enable them to emerge as facilitators of group learning ratherthan providers of information.

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