Abstract
Background: Problem based learning (PBL) is a self-directed method that help learner to develop critical thinking, problem solving skills and enhance their aptitude. The objective of the study was to measure the effectiveness of workshop in changing the faculties’ knowledge, skills, and attitude on PBL.
 Methods: A descriptive design with pre-test and post-test was used to examine the objectives of the study. A self-report questionnaire was used to collect data from a convenience sample of 23 health professions faculties from various institutions of Institute of Medicine (IOM), Tribhuvan University (TU), affiliated institutions and others of Nepal who attended the workshop. Faculty's feedback on PBL was collected before and after workshop using Likert Scale's 4 and 5 point.
 Results: The findings of the study were highly significant increment of mean score of post-test compared to pre-test within the group of “can do it confidently” (p≤0.001). Similarly, Majority of participants scored “strongly agreed” in ten statement of feedback on the effectiveness of the PBL after workshop.
 Conclusion: This PBL workshop training was highly effective to change the faculties' knowledge, skills and attitude towards the integration of PBL in their classes. This training may help to move from traditional way of thinking to PBL for future implementation.
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