CBL in practice

Four different roles can be distinguished within the CBL group: three specific roles and one general role. You will fulfill one of the following specific roles per rotation:  chairman, minute taker and board writer. Students without a specific role are general team members. The tutor and your group membersdetermine how you fulfill your team roles (see ‘Assessment’).

The chairman sets the agenda for each meeting of the CBL group in advance. The agenda is set for each meeting and in some cases adjusted according to the case progress. For example, the agenda will contain a number of points that must be discussed in the first and last meetings of a case, and that are especially important for those meetings. During the group meeting, the agenda is discussed point by point.

You will be introduced to CBL as a form of education during the first CBL meeting in quartile 1 of the first year. The tutor will explain what CBL is and what is expected of the student.

A CBL group is formed for the duration of a case. Information about the content, group compositions and schedule of the training courses can be found in the course information section on Canvas.

In order to ensure good cooperation, the group must pay attention to the following points in the first meeting under the supervision of the chairman.

1. Introduction

You will likely meet fellow students that you have not met before in each CBL group. It is therefore essential to get to know each other and the tutor (by creating a sign with your name on it, for example). It is important to also say something about the expectations and plans for the next case. You should therefore familiarize yourself with the general content of the quartile in preparation for the first meeting.

2. Agreements about the working method of the group

• sequence of the chairman and minute-taker roles
• reporting absence
• exchanging telephone numbers and creating a WhatsApp group
• collecting questions for lecturers and processing the answers
• expectations regarding the role of the tutor
• evaluation (at the end of every CBL group, interim evaluation)
• tutor’s in-depth knowledge of the content
• if you have not worked on self-study assignments, report this in advance
• reports
• assessment

3. Planning

The information about the cases also contains instructions on the pace at which the cases must be handled. Try to create a temporary schedule together, determining the pace at which the cases are handled. The cases must be read in advance, however.

Set down the agreements made, so that you can determine whether the schedule should be adjusted after several meetings. Take the other activities performed in each quartile into account as well.

Want to know more? Contact the CBL coordinator via the contact form below.