This teacher questionnaire asks respondents to rate their level of agreement with 7 statements about case-based learning and theoretical knowledge teaching for students. The statements address whether a mix of these two approaches is efficient, if there was valuable exchange of ideas between students and supervisors, and if didactic learning should precede case studies to help students understand topics and clinical conditions. It also asks about student engagement, motivation and preparation from lessons, as well as the inclusiveness and expectations set by case studies. Respondents are to circle 1 for strongly disagree, 2 for disagree, 3 for agree, or 4 for strongly agree for each statement.

1. Teacher Questionnaire
For each question below, please circle or highlight the response that best characterises how you
feel about the statement.
1 = Strongly Disagree
2 = Disagree
3 = Agree
4 = Strongly Agree
Strongly
Disagree
Disagree Agree
Strongly
Agree
I think that a mix of theoretical
knowledge teaching and CBL is an
efficient way for students to understand a
certain topic
1 2 3 4
There was valuable exchange of ideas
between students and supervisors
1 2 3 4
In science, case-based learning sessions
should be preceded by didactic learning
to help students understand a topic and
related clinical conditions to basic
mechanisms
1 2 3 4
I think case studies improved student
engagement, interest, and motivation
1 2 3 4
Lesson 2 included sufficient content to
prepare them for the case studies
1 2 3 4
Compared to the 1st
case study, the 2nd
was more inclusive of a wide range of
people (e.g., race, gender, sexuality)
1 2 3 4
Students were given a comprehensive
overview of what to expect in a university
learning environment (e.g., a greater
focus on independent active learning)
1 2 3 4