With increasing adoption of the problem-based learning (PBL) model, creative approaches to enhancing facilitator training and optimizing resources to maintain effective learning in small groups is essential. We describe a theoretical framework for the development of a PBL facilitator training program that uses the constructivist approach as the program’s guiding philosophy. The structured, pedagogically sound program was designed for a multidisciplinary pool of basic and social/administrative scientists, clinical faculty, practicing pharmacists, and post-graduate residents enrolled in a teaching certificate program. The training program employs the PBL experience, along with interactive technology, case-based and debriefing sessions with small groups and experienced facilitators. Proposed models for assessment of the facilitator training program include evaluation of inter-rater variability between facilitators with respect to student performance in PBL.



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