Social Constructivism and Case-Writing for an Integrated Curriculum

Abstract

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted by the problem-based learning process in which our students engage.

The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

“…Specifically, the uniting focus of these research studies is the exploration of how students learn within the context of the PBL process and how the PBL processes support and/or constrain learning development. These growing interests in the micro-ethnographic dimensions of PBL parallel the growing calls for more studies of the design of valid and reliable assessment items that align with integrated, problem-based curriculum designs (Bridges, Yiu, & Botelho, 2016;Doubleday et al, 2015).…”

“…Problem-based learning (PBL) has been regarded as a philosophy, pedagogical approach, and integrated curriculum that takes a learnercentered approach that guides learners to collaboratively (co)construct deep understanding of the complex issues of a "wicked problem" to an ill-defined problem by analyzing the problem, generating potential solutions, integrating theory and practice, conducting research, and applying knowledge and skills (Moallem, Hung, Dabbagh, 2019;Savery, 2015;Lu, Bridges, & Hmelo-Silver, 2014;Ritchey, 2013). While Biggs and Tang's recommendations may be viewed as a simplistic and formulaic solution to assessment design, given the structural complexities of an integrated, problem-based curriculum, designing an assessment system at scale remains a complex challenge (Doubleday et al, 2015).…”

Guest Editors’ Introduction: Special Issue on Problem-based Learning in Health Professions Education/Toward Advancement of Problem-Based Learning Research and Practice in Health Professions Education: Motivating Learners, Facilitating Processes, and Supporting with Technology

“…Doubleday et al (2015) specify a model for case writing for an integrated dentistry curriculum, which incorporates coordinated input from multiple disciplines (e.g., biomedical, clinical, and educational sciences). The implications of social constructivism to the integrated case writing process are highlighted.…”

“…Moreover, as health professions education moves from discipline-based (e.g., physiology, pharmacology) to organ system-based (e.g., pulmonary, cardiovascular) and team-taught approaches, case development can no longer rely on the expertise of one or two instructors. Doubleday et al (2015) in this issue share an integrated case development model at a Doctor of Dental Medicine program that enabled a multidisciplinary team of biomedical scientists, clinicians, and education specialists to collaborate on case writing. Uniquely, the authors examined the case writing process from the perspectives of the case writers.…”

“…Salinitri et al (2015) advance a PBL facilitator training model implemented at a college of pharmacy. Similar to Doubleday et al (2015), Salinitri et al faced the challenge of training facilitators from different disciplines. Their facilitator training model took a particular emphasis on the assessment of students.…”