This teacher questionnaire asks respondents to rate their level of agreement with 7 statements about case-based learning (CBL) on a scale of 1 to 4, with 1 being "Strongly Disagree" and 4 being "Strongly Agree." The statements address whether a mix of theoretical and CBL teaching is efficient, if there was valuable student-supervisor exchange, if didactic learning should precede CBL, if CBL improved student engagement, if lesson 2 prepared students for case studies, if the 2nd case study was more inclusive, and if students received an overview of university expectations.

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