Background: The tutor notes are the principal learning material to assist the non-specialist tutors in facilitating the students in tutorial groups effectively.
Objective: This research aimed to study which tutor notes (scenemulators = scene + simulator + tutor notes and a typical one) is best to ensure effectiveness amongst Thammasat University preclinical tutors to facilitate in tutorial sessions.
Material and Method: Three of the scenemulators and one of typical tutor notes were formed based on the endocrinologist and endocrine block committees. After completion of each scenario over 3 consecutive years, twenty-two items with a fiverating scale questionnaire were co-operated to be completed by preclinical tutors at the Faculty of Medicine, Thammasat University (n = 21-22/year). Thirteen and six were the topics efficiency and the comparative satisfaction, respectively. The last three were the tutor notes most needed by the tutors. Data were analyzed using descriptive statistics (mean + SD) and ANOVA.
Results: From the 85%-response data, mean scores (M) on the topics efficiency on scenemulators and the regular tutor notes were above 4.5 and 3, respectively. Noticeably, the more preferable tutor notes were scenemulator (p-value <0.001).
Conclusion: The present study demonstrated the potential of scenemulators in filling up uncertain significant matters and its effective use as a tool to assist non-specialist PBL tutors.

Keywords: Scenemulators, Tutor notes, Non-specialist PBL tutor, Problem-based learning (PBL)