An exploration of lecturer as facilitator within the context of problem-based learning.

Although the concept and practice of problem-based learning (PBL) has been explored extensively in different arenas, the perspective of the lecturer as facilitator has not featured prominently in these discussions. There has been relatively little attention focused on lecturers' personal pedagogical values and beliefs and how these interact with the discourse and rhetoric of problem-based learning. The aim of this study therefore was to explore the role of lecturer as facilitator within a PBL context. Using a grounded theory methodology, 12 problem-based seminars in a pre-registration nursing programme were observed and the lecturers then interviewed, using the method of semi-structured interviews. This work demonstrated that there were differences in interpretation and application of the role of facilitator by lecturers, and this was mainly dependent upon their personal pedagogical beliefs and values. This study has highlighted that there is a need for further debate about the gap between rhetoric and reality in PBL and the need for a more consistent approach to facilitation by lecturers undertaking this role.