Problem-based learning preparation for physician assistant faculty.

This study explores facilitator preparation for a physician assistant problem-based learning (PBL) program. A qualitative study approach was used to investigate the experiences of 7 faculty members from 2 separate physician assistant PBL programs within the United States. Data was collected through interviews using open-ended questions that were recorded and analyzed. The results revealed important themes related to topics that addressed the faculty participants' personal experiences when first beginning this method of teaching. Issues addressed included the facilitator's outlook towards PBL, previous experiences which helped to make a smoother transition into their teaching position, approaches that assisted in preparing faculty and students to teach and learn in a PBL program, academic resources referenced by faculty members, and the use of nonclinical tutors in a physician assistant PBL program.