The adjustment of medical school faculty members to a new curriculum, called problem-based learning, was studied. Nineteen faculty members who taught in both a lecture-based and tutorial program over 2 academic years were surveyed. Besides the teacher-centered approach, the other model of learning was student-centered and could be conducted in small group tutorials. For this new approach, the role of the faculty tutor was to act as a facilitator for student's self-learning, rather than the faculty member's traditional role of imparter of information. The data indicate that a new curriculum provided an added stimulation and excitement that offset the frustration of change for the participating faculty. Faculty saw the new program as inferior to the old in imparting breadth of content, yet superior in the type of student it may produce. The faculty were impressed with the new curriculum and were highly adaptive and willing to see positive aspects in the new experience. They viewed the new program as integrating both students' and teachers' knowledge in the basic and clinical sciences. (SW)