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This study examined the effectiveness of a faculty training program for problem-based learning (PBL) facilitation. A multi-level approach was used, following Kirkpatrick's levels for assessing training effectiveness. Data were obtained from (1) tutor training workshop evaluations, (2) a survey of tutors' attitudes and beliefs, (3) changes in tutors' perceptions of their teaching styles through pre-and post-testing using the Teaching Styles Inventory (TSI), (4) changes in student attitudes anddoi:10.4236/ce.2014.54025 fatcat:is6xa5nf4vhttdnj4xlfqfw74e