Today we learned one paper about an exploration of lecturer as facilitator within the context of problem-based learning. One of the main findings to emerge in this study was that there were differences in interpretation and application of the role of facilitator by lecturers, and this was mainly dependent upon their personal pedagogical beliefs and values. This study has highlighted that there is a need for further debate about the gap between rhetoric and reality in PBL and the need for a more consistent approach to facilitation by lecturers undertaking this role.

     This research adopted a qualitative, grounded theory approach. Lecturers as facilitator in this study endued with personal pedagogical valuing and non-valuing .Valuing was exhibited non-verbally through use of body language; active listening, affirmation and positive reinforcement, and verbally by thanking students for their contribution and congratulating them.Non-valuing behavior mainly through little or no positive reinforcement or lack of other forms of recognition of student contribution. Lecturers in this study used power either overtly or covertly. Directing, whether used overtly or covertly, was used in order to keep students on track and to ensure that the learning outcomes for the session were achieved. Process inputting was undertaken by lecturers giving out facilitation packages and supplementary material, reading trigger material to students and assisting in generating learning needs. Cognitive inputting was used by some lecturers to enable students to think about the  content underdiscussion and to facilitate understanding of underlying concepts in order to stimulate interest, through applying the material to practice. Clinical inputting involved lecturers sharing clinical knowledge and imparting underpinning theory; willingly acting asaresource; being responsive to students’ clinical questions; providing analogies; sharing experiences from practice or teaching skills.