ABSTRACT
The Faculty of Medicine at the University of Helsinki began to evaluate and reform the curriculum of medical studies in 1994. This process resulted in Helsinki 2000, a hybrid problem-based learning (PBL) curriculum, which was introduced in 1998. When the reform was started, most teachers lacked all pedagogic training, and their understanding of the learning process was rather modest. Data from medical teachers' learning portfolios included evaluations of differents parts of their training process, structured course feedback, and the development of the teaching philosophy. Methods which promoted teachers' experiential learning and reflection on their own work appeared promising in university teacher training.
