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

Abstract

Numerous medical schools are beginning to plan single courses, separate curricular tracks, or entire curricula using problem-based, small-group methods. The use of these methods places a high demand on faculty members' time and support. In the present study, the authors examined the characteristics and beliefs of those faculty members who volunteered as tutors for problem-based teaching during the first two years of the New Pathway Project at Harvard Medical School. The results confirm several major conclusions of innovation research: that an individual's adoption of an innovation is heavily influenced by his or her perceived need for change and the benefits that might result from becoming involved in this change; that initial adopters tend to be oriented toward institutional colleagueship; and that personal contacts with colleagues play an essential role in their decision to participate. In addition, the desire to improve medical education emerged as a major motive for involvement in the problem-based curriculum.