ABSTRACT
This chapter illustrates the model integrating Problem-Based Learning (PBL) and coaching psychology, the Coaching and Problem-Based Learning (CPBL) model, present the key findings that emerged from the interpretative phenomenological analysis (IPA) study, and provide a synthesised discussion on the particular contributions that coaching makes to the PBL process. The CPBL model consists of the learning goals at the centre, the main activities undertaken by tutors and students, and three phases: Preparation, Process and Conclusion, which lead to the next learning cycle. The CPBL model highly values and promotes an authentic learning experience when students enquire into problems. Authenticity is connected with its dynamic and educative character as well as its capacity to promote enquiry skills, provide a sense of freedom and form a self-directive purpose. The CPBL model emphasises mutual feedback between the tutor and the students. The ongoing feedback can be categorised into two types: specific feedback and general feedback.
