• Jean McKendree.
• Hull York Medical School, Heslington, York, UK. jean.mckendree@hyms.ac.uk
• Clin Teach. 2010 Dec 1;7(4):262-5.

BackgroundProblem-based learning (PBL) in the UK began with the first version of Tomorrow's Doctors, published in 1993. About 12 of the 32 UK medical schools deliver PBL programmes. At a recent workshop, representatives from 10 UK medical schools, one dental school and one veterinary school discussed implementations, strengths and weaknesses of their PBL curricula.ContextThe goal of the workshop was to summarise our 'warts and all' experiences of PBL. A concern expressed by the group is that when a PBL programme runs into difficulties, it is easy to blame PBL rather than what may be issues in implementation or culture. There was strong agreement that PBL performed well, works well. Conversely, PBL performed badly should not be performed at all!InnovationThe schools representatives outlined the strengths and weaknesses based on collective experience, and offered lessons and tips on how to help PBL succeed. By combining and sharing information and resources from various approaches, a picture emerged of the factors that help create a positive and effective PBL experience, and, conversely, the factors that will make it unlikely to work.ImplicationsPoints emerging from the workshop were that strong support from senior leadership is critical, people who will not 'sign up' must not be allowed to undermine the effort, tutors should want the role rather than being co-opted, tutors should be integrated into faculty and curriculum design, induction for staff and students with ongoing tutor development is essential and, finally, personal experience shows that PBL, performed well, works well!© Blackwell Publishing Ltd 2010.

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