Case-Based Learning
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Introduction
Our model is to:
- provide background materials to learners and educators
- work through a case, which is designed to assist with
- factual information
- problem-solving
in the introduction it is helpful to state why this case is being used (ie. the learning objectives, what you want students to get out of the experience, how it fits into other parts of the course, and how they will use this info in practice). It really helps engage students when you tell them the 'why' of the learning experience as it may not be intuitively understood.
the case goes through information in a succinct manner, providing details as they would be uncovered; if the students are early in the learning stage for this topic, or the situation would unfold exactly as described, then this layout is great. If the situation would be somewhat chaotic, stressful and distracting evidence, practitioners or family would typically be there then you may want to include those details as well. However, adding in distractions such as I describe should only be used if appropriate given the learning objectives and it matches the knowledge level/experience of the learning. Think of it as making the learners push their skill/knowledge/experience boundaries a little, but not so much that they are frustrated or lost.
the last piece is some form of evaluation, whether it be group discussion to confirm everyone achieved the intended learning, electronic or paper based quiz, or simulation from start to finish demonstrating learning. You want to know that students actually learned, rather than simply participated, otherwise you would want to adjust the delivery and or content in order to achieve the intended learning the next time around.
Writing Cases
Resources and References
University of Saskatechewan - small group learning resources
Dhaliwal G. 2009. Twelve tips for presenting a clinical problem solving exercise. 31(12):1056-1059.
Medical Education wiki, University of Saskatchewan
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