A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

Kim, Sara; Phillips, William R.; Pinsky, Linda; Brock, Dan W.; Phillips, Kathryn; Keary, Jane

doi:10.1111/j.1365-2929.2006.02544.x

Cited by 237 publications

(234 citation statements)

References 93 publications

(289 reference statements)

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“…The continual struggle by nurse educators to improve critical thinking demonstrates the need for innovative teaching interventions that aid in the development of critical thinking as student nurses enter into practice (Forneris & PedenMcAlpine, 2007). Teaching through case study is regarded as a superior teaching methodology when compared with lectures in promoting a learner's critical thinking skills (Kim, Phillips, Pinsky, Brock, Phillips, & Keary, 2006). Many educators feel lecturing does not provide for critical thinking, application of knowledge, or active problem-solving, but given constraints of time, class size, efficiency, effectiveness and comfort, the traditional lecture is the only logical choice (Delpier, 2006;Mikol, 2005).…”

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confidence: 99%

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Lauver

West

Campbell

et al. 2009

Teaching and Learning in Nursing

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mentioning

confidence: 99%

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Lauver

West

Campbell

et al. 2009

Teaching and Learning in Nursing

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“…Working with adequate cases in problem-based learning is considered to stir situational interest in students during education, more than direct instruction (Schmidt et al 2011). In a broad literature review, Kim and co-workers conclude that written clinical cases are most effective if they show five core attributes (Kim et al 2006). They should be:…”

Section: Olle Ten Cate and Maria Van Loonmentioning

confidence: 99%

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confidence: 99%

“…Its success depends both on the way education is enhanced by adequate facilitation by teacher and on the quality of cases used (Kim et al 2006). Dolmans et al and Kim and colleagues have provided guidelines for effective case writing in health professions education (Dolmans et al 1997;Kim et al 2006). Working with adequate cases in problem-based learning is considered to stir situational interest in students during education, more than direct instruction (Schmidt et al 2011).…”

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Writing CBCR Cases

Cate

Loon

2017

Innovation and Change in Professional Education

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Case-based teaching is considered a superior method of teaching for a variety of professional domains. Its success depends both on the way education is enhanced by adequate facilitation by teacher and on the quality of cases used (Kim et al. 2006). Dolmans et al. and Kim and colleagues have provided guidelines for effective case writing in health professions education (Dolmans et al. 1997;Kim et al. 2006). Working with adequate cases in problem-based learning is considered to stir situational interest in students during education, more than direct instruction (Schmidt et al. 2011). In a broad literature review, Kim and co-workers conclude that written clinical cases are most effective if they show five core attributes (Kim et al. 2006). They should be:(a) Relevant (adjusted to the level of the learner, aligned with goals and objectives, and with an adequate setting of the case narrative) (b) Realistic (showing authenticity, including distractors, providing a gradual disclosure of content) (c) Engaging (providing a rich content with multiple perspectives and with branching of content) (d) Challenging (sufficiently difficult, being new or atypical cases for the level of the learner, with adequate case structure, and including multiple cases) (e) Instructional (building upon prior knowledge, incorporating feedback, and using educational or didactic aids where possible and adequately assessed). CBCR cases should meet most, if not all, of these conditions. The authors provide 21 more detailed distinct and useful recommendations. There is one exception. While the authors recommend using atypical cases, in CBCR training for preclinical students, with a focus on establishing core illness scripts, we believe that atypical cases should be avoided.The choice of cases for CBCR courses is determined by the objectives of intended illness scripts to be acquired and internalized by preclinical students. They should cover important medical conditions that serve as a strong clinical knowledge foundation, even in its inherent limitations at this stage of training, for students before they start with clinical clerkships. Writing cases for CBCR sessions must be done by clinicians with practice experience in the theme of the case, but may be edited by experienced CBCR consultants or CBCR course developers. This chapter explains how to write CBCR cases. OverviewCBCR cases consist of an introductory text describing a patient case in the way it is presented to a clinician. As a variant, two cases with similar presentations but different diagnoses within a differential may be worked through in one session. Alternatively, one case can be spread over two sessions, although that rarely happens. The start of the case may be at a primary care doctor's office, at an emergency department, at an outpatient clinic, or on the clinical ward after referral. The case description, after the initial vignette, continues with questions and assignments, at fixed moments with the provision of findings from further history, supplementary physical examinatio...

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“…This was done by mapping a teaching case study, a widely recognised strategy in the teaching environment (Killen, 2010;Constance, Bowe, Voss and Aretz, 2009;Kim, Phillips, Pinsky, Brock, Phillips and Keary, 2006) against the Herrmann Whole Brain® Model.…”

Section: Introductionmentioning

confidence: 99%

A Whole Brain® learning approach to an undergraduate auditing initiative – an exploratory study

Kirstein

Kunz

2016

MEDAR

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Purpose: Individual students have different learning styles, and lecturers can no longer afford to ignore this. Lecturers have a responsibility to accommodate students' different learning styles by including learning style flexibility in the offered learning opportunities.The objective of this study is to map a teaching case study against the Herrmann Whole Brain® Model to determine whether learning style flexibility were incorporated in the teaching case study.Design/methodology/approach: A teaching case study was developed and delivered as part of an undergraduate level course at a South African residential university. The case study's primary intention was to illustrate the practical evaluation of general controls in an information technology environment. The teaching case study was analysed in terms of the Herrmann Whole Brain® Model in order to determine whether learning style flexibility had been accommodated in the learning opportunity.Originality/value: This paper contributes to the literature in accounting education by focusing on learning style flexibility specifically using Herrmann's Whole Brain® Model, as it appears that limited examples of the use of this model in accounting education have yet been published. While this paper discusses the use of an auditing case study, the results may be of interest to lecturers in other subject areas across the academic spectrum. Findings:Based on an analysis of the teaching case study against the Herrmann's Whole Brain® Model, it is evident that the teaching case study incorporated activities addressing all four quadrants of the whole brain model. It can therefore be concluded that the learning opportunity incorporated learning style flexibility.

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A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

Cited by 237 publications

References 93 publications

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Writing CBCR Cases

A Whole Brain® learning approach to an undergraduate auditing initiative – an exploratory study

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