Evaluating inquiry-based learning as a framework for Health Science education at an Australian University/Interview information and questions

Inquiry-based learning across the disciplines of health science: Interview information & consent

Thank you for taking the time to speak with us about your experiences with EBL so far in the Faculty. Your involvement is completely voluntary.

These discussions, along with the related questionnaires and written responses, are part of an ongoing evaluation of this initiative that will help us keep improving its design and delivery.


 * 1) Notes and audio recordings will be used for evaluation and program improvement, and may also be used for research, and will not used for any other purpose without explicit consent.
 * 2) Participant anonymity will be maintained in any disseminated findings such as reports or publications.
 * 3) Data will be securely stored for five years then destroyed.
 * 4) Your participation will not affect your professional performance assessment or appraisal or cause any possible adverse effects.
 * 5) The discussion is expected to take no more than 40-50 minutes. Your participation is voluntary and you may withdraw at any time (prior to de-identified aggregation of data).
 * 6) You may choose receive a summary of the evaluation findings.

If you agree to participate please sign below and return to the researcher(s):

Name (please print): ………………………………………………………………. Date: ……………………

Signature: ………………………………………………

If you would like to receive a summary of the evaluation findings please tick here:

Thank you for your valuable assistance.

Sample guiding questions

 * 1) What key ideas do you think of mostly when you hear the term ‘EBL’?
 * 2) How has your teaching practice changed (if at all!) since EBL was formally introduced (~2009, including for your colleagues/department? (if possible to comment)
 * 3) What are the most valuable aspects of the EBL approach, so far as your own practice goes? Including for your colleagues/department? (if possible to comment)
 * 4) What are the most problematic aspects of the EBL approach, so far as your own practice goes? Including for your colleagues/department? (if possible to comment)
 * 5) What useful assessment methods/tools have you found valuable for higher order abilities (e.g. problem solving, critical analysis, communication skills) in teamwork and student engagement with the subject
 * 6) What would help EBL to work better in your subject area? For you; For your students
 * 7) Which, if any, types of disciplines or subjects seem more suited to an EBL approach?