ABSTRACT
Throughout this book we have tried to convey our enthusiasm for problem-based learning. It must be said, however, that such a way of learning poses its own difficulties, for both students and staff. For the teacher what seems appealing in this way of helping students to learn can involve a difficult transition from a more traditional teaching role, and this is sometimes a bar to the implementation of a problem-based course. There must be open acknowledgement of these difficulties, and this chapter attempts to give some suggestions about how to help teachers make a successful transition from teacher to facilitator. We will draw on our own experience to show how staff can be helped to understand and feel more comfortable with the facilitative role. We will discuss staff orientation; ways of organising sessions for helping staff to continue to develop skills in problem-based learning; and staff selection. Here, and in practice, we insist on the importance of continuing reflection on, and sharing of, facilitation experiences.
