Teaching with Cases

Leonard, Edwin C.; Cook, Roy A.

doi:10.1080/15313220903559296

Cited by 9 publications

(10 citation statements)

References 4 publications

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“…3 Case studies are learning modalities in which learners recount events as they contend with the nuances of the case, apply critical thinking, and solve problems through inductive reasoning. 4,5 Interactive clinical cases are reasoning exercises with feedback that bridge the gap between theory and problem-solving strategies for patient management skills training. The SBL cases give health professions learners "deliberate practice" to gain expertise.…”

Section: Introductionmentioning

confidence: 99%

“…Learner‐centered approaches ensure that students are actively involved and responsible for their learning 3 . Case studies are learning modalities in which learners recount events as they contend with the nuances of the case, apply critical thinking, and solve problems through inductive reasoning 4,5 . Interactive clinical cases are reasoning exercises with feedback that bridge the gap between theory and problem‐solving strategies for patient management skills training.…”

Section: Introductionmentioning

confidence: 99%

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Health professions learners’ evaluation of e‐learning scenario‐based case study design: Reinvigorating flipped classroom modalities

Farokhi,

English,

Boone

et al. 2023

Journal of Dental Education

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ObjectivesInteractive scenario‐based learning (SBL) cases were developed using the SoftChalk platform to deliver content about patients’ barriers to accessing healthcare and patient management strategies connecting oral to systemic health. The interactive cases were designed to engage the digital‐savvy learners, meet them where they are by leveling up, and seek their feedback to determine flipped (FC) or modified flipped classroom (MFC) content delivery approaches.MethodsHealth professions students completed interactive SBL cases (Phase‐I) using either FC as assigning content outside of class time preparation or MFC as allocating time at the beginning of the class deliveries, and a 12‐item post‐completion survey. The senior dental student cohort (Phase‐II) completed an anonymous Qualtrics survey that assessed their confidence leading to clinical competence two years after the interactive SBL case deliveries. The final survey (Phase‐III) of first‐year dental students evaluated the improved interactive scenario‐based cases post modifications. [Corrections added on 03 October 2023: After first online publication the first sentence of methods section has been updated.]ResultsNo significant differences existed between the FC and MFC content delivery scores; however, learners preferred the structured time allotted in the MFC approach as a learning style for participants (N=989). The overall means percent score was 93.2% (n = 398) for FC and 96.5% (n = 591) for MFC. Thematic analysis of written responses indicated that learners felt the vignettes were relevant, thought‐provoking, incorporated decision‐making, and provided feedback. Four themes about strengths emerged as engaging, interactive, relevant, and critical. Design and technological challenges emerged as interactive SBL improvements. A follow‐up report (74/103, 2021) revealed that 48% of senior dental students surveyed recollected the SBL cases when they delivered preventive, patient‐centered dental services as juniors and seniors. They also recalled that the interactive cases prepared them for clinical success. The Final comments (2022) did not commend any significant improvements.ConclusionInteractive scenario‐based approaches nurture active learning and critical thinking. The educator can engage learners by incorporating teaching modalities as SBL cases to enhance their knowledge and create educational environments by meeting learners where they are. Learners can be valuable partners as educators define their instructional strategies to be equitable and student‐centered. [Correction added on 04 October 2023: after first online publication, abstract section has been revised.]

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Health professions learners’ evaluation of e‐learning scenario‐based case study design: Reinvigorating flipped classroom modalities

Farokhi,

English,

Boone

et al. 2023

Journal of Dental Education

View full text Add to dashboard Cite

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“…The aim is to create learning contexts that closely resemble professional practice, which will help students to develop the competencies required in such situations. The use of this technique is especially suitable for the construction of diagnostic and decision-making capacity in the field of social problems, where interpersonal relationships play an essential role (Escartín et al, 2015; Leonard and Cook, 2010). Specifically, this teaching-learning method has been defended as an effective tool for developing skills such as critical thinking (Popil, 2011), communication skills or teamwork (Pique Simón and Forés Miravalles, 2012), in addition to seeking an exchange and collective construction of knowledge.…”

Section: Introductionmentioning

confidence: 99%

Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction

Oliván-Blázquez

Aguilar-Latorre

Gascón

et al. 2022

Active Learning in Higher Education

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Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.

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“…According to Boehrer and Linsky (1990, p. 45), a good case should present: "an interesting and provocative situation that fosters empathy with the characters" and focuses on "the intersection between organizational or situational dynamics and perception, judgment and individual action". The use of this technique is especially suitable for building the capacity of diagnosis and decision-making in the field of social problems, where human relations play an important role (Leonard & Cook, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Writing Case Studies: Benefits for Students’ Success and Well-being

Escartín

Saldaña

Martín-Peña

et al. 2015

Procedia - Social and Behavioral Sciences

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University professors often use case studies because they provide a fertile basis for the application of theoretical concepts to real world situations, enhancing student participation. The present correlational study aims to present social psychology's students from the University of Barcelona (UB) as active participants of their learning process through their work with case studies. Results demonstrate that students made significant learning through the writing of case studies, which has benefited their results in the final exam, course grades, and course's satisfaction.

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Teaching with Cases

Cited by 9 publications

References 4 publications

Health professions learners’ evaluation of e‐learning scenario‐based case study design: Reinvigorating flipped classroom modalities

Health professions learners’ evaluation of e‐learning scenario‐based case study design: Reinvigorating flipped classroom modalities

Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction

The Impact of Writing Case Studies: Benefits for Students’ Success and Well-being

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