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Kindu Yinges Wondie,1 Zerfu Mulaw Endale,1 Ahmednur Hassen Abrahim,2 Alemayehu Abayneh Asefa,2 Andnet Asmamaw Alamneh,2 Bertukan Kefale Berihun,2 Betelhem Kokebie Adamu,2 Bewket Aragie Selamsew,2 Azmeraw Ambachew Kebede,1 Nuhamin Tesfa Tsega3 1Department of Clinical Midwifery, School of Midwifery, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia; 2Department of General Midwifery, School of Midwifery, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia; 3Department of Women’s and Family Health, School of Midwifery, College of Medicine and Health Sciences, University of Gondar, Gondar, EthiopiaCorrespondence: Kindu Yinges Wondie, Email kinduyinges2010@gmail.comBackground: Adapting a tutor role in a hybrid problem-based learning (h-PBL) model is a challenge to novices. Therefore, this study aimed to assess the factors associated with the academicians’ knowledge and attitude toward the h-PBL curriculum.Methods: An institution-based cross-sectional study was conducted from August 1st to 30th, 2021. A Simple random sampling was employed. Data were entered and analyzed with EpiData 4.6 and SPSS® version 25. Multivariable logistic regression analysis was fitted and adjusted odds ratio at a p-value of ≤ 0.05 and 95% confidence interval were used to declare significant association.Results: The study included 415 academicians with a response rate of 97.8%. Four-sixths (66.3%) of them have good knowledge (95% CI = 61.7– 70.8). Being age 30– 34 (AOR = 2.97; 95% = CI: 1.69– 5.23), being age over 34 (AOR = 3.36; 95% CI = 1.6– 6.66), currently teaching (AOR=1.84; 95 CI = 1.1– 3.07) and having received PBL training (AOR = 1.9; 95% CI = 1.01– 2.7) were significantly associated with good knowledge. More than half (51.1%) had a favorable attitude (95% CI = 46.3– 55.9). Being age over 34 (AOR = 3.69; 95% CI: 1.98– 6.89), having 5– 9 (AOR = 2.21; 95% CI: 1.85– 2.34) and above 9 years of experience (AOR = 1.53; 95% CI = 1.03– 2.11), having received PBL training (AOR = 1.93; 95% CI = 1.17– 2.8), ever-constructing PBL cases (AOR = 1.7; 95% CI = 1.08– 2.68), and presence of rooms set aside for PBL sessions (AOR = 2.26; 95% CI = 1.2– 4.16) were significantly associated with academicians’ favorable attitude.Conclusion: Academicians’ knowledge and attitude towards the h-PBL curriculum can be improved with training, participation in PBL case construction, and setting rooms aside for PBL sessions.Keywords: academicians, knowledge, attitude, hybrid problem-based learning, University of Gondar