Problem based learning (PBL) inspires students to acquire knowledge in an efficient, student-driven and integrated way. The facilitators help students to generate learning objectives that will guide their self-directed learning. A survey was carried out to gauge the facilitators' perception of PBL. 21 out of 28 (75%) facilitators responded. Majority of facilitators (86%) agreed PBL is a useful learning tool for students and 71% agreed that students actively participate in PBL. Almost all facilitators needed to prepare for PBL because the problem scenarios are multidisciplinary. Two major sources of information for PBL preparation are facilitators' guide and books. The high dependence of facilitators on the guide makes it crucial to produce a guide that shows the scope of the learning and includes specific learning objectives. Majority of the facilitators agreed that the facilitator should stimulate the discussion during PBL and will intervene if students do not show interest/responsibility. These suggest that the facilitators would take up the role as amotivator. More than half of the facilitators agreed that PBL should be assessed on both content and group dynamics. Only 24% favoured content experts as facilitators, however 43% concurred that PBL sessions should be conducted by medically qualified persons. Thismay be due to the assumption that medically qualified facilitators could help the students apply the basic science in clinical practice. Majority (90%) felt that facilitators are necessary in the conduct of PBL especially for junior students who need more guidance and assurance. Information obtained from this survey should be incorporated in the facilitators training programme to improve facilitation skills leading to effective PBL.