Teacher’s role in CBL; From expectation management to assessment.

Project introduction and background information

Students of the program Technical Medicine and Biomedical Engineering are not used to the teacher joining ‘the team’ and problems yet being undefined. Therefore, the teaching activities will have quite a focus on expectation management. As a teacher you have to clearly communicate your role as a coach or team-member and act accordingly. That can be a challenge in itself when students get stuck in their process. Normally, you would try to help them proceed for example by providing content knowledge, in CBL you will help them in finding the necessary knowledge by asking guiding questions. Furthermore, the method of assessment should also be in line with the ‘freedom’ that students have in their learning process and in-line with your role as coach in CBL. You can no longer ‘act’ as the expert and assess as an examinator that knows the answers. Instead, you will have to guide students in self- and peer-assessment. Especially my role as coach, in that last part of the CBL process, has my interest.

Objective and expected outcomes

By investigating and experimenting with my role and actions/interventions in the CBL process of students and by evaluating the outcomes, I hope to be able to answer the following questions:

- How to engage students in a course that has been set-up based on the CBL framework, without steering them in pre-defined directions?

- How to act as a coach, while still ensuring an appropriate level of content knowledge with the students?

- How to set-up assessment and how to communicate your expectations regarding content with the students?

Results and learnings

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Recommendations

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Practical outcomes

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