Introduction:

Problem-based learning is an educational strategy which may be strengthened by peer tutoring. The difficulty to engage teachers interested in being tutors and the scarcity of available time led to the development of a problem-based peer tutoring learning program at the Medical School of the Austral University of Chile.

Objective:

Disseminate information about the problem-based learning student tutor training program so as to implement it at other universities in the majors requiring it.

Methods:

A description was made of the problem-based learning peer tutor training program. Students selected from higher courses according to their academic merits attended training workshops dealing with tutoring management and the strengthening of generic competences. Problem-based learning sessions included permanent follow-up and formal meetings with tutors. At the end, opinion surveys were applied to evaluate the performance of students, and each tutor received a small economic incentive and credits in teaching assistance hours.

Results:

Students were highly motivated by the program, which was evaluated as satisfactory and made it possible to train 120 students as problem-based learning facilitators. The surveys applied to 45 students and 45 tutors revealed a high level of satisfaction in all the areas consulted.

Conclusions:

Peer tutoring is the best way to conduct problem-based learning. Tutors require previous training so they have the tools required by their role as facilitators, as well as permanent follow-up, evaluation and support.

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