Abstract:
In 1998 the Medical School at the State University in Londrina, Paraná, Brazil, implanted radical curricular changes, adopting Problem-Based Learning (PBL), among other innovations. The strategy has demanded the development of complex new roles for the faculty. In order to act as tutors, faculty received specific training throughout the implementation years. This study analyzes tutors´ perspectives about the training, their difficulties, and observed needs for improvement. Results show that tutors find it difficult to apply new instruments for assessing students´ learning as well as for encouraging less engaged students to participate. Dealing with contents from several different disciplines through the development of teaching units is also identified as a challenge. We conclude that it is necessary to broken faculty training in a process of continuing education that assures full implementation and sustainability of the new curriculum.