Getting Started with Cases. Deborah Allen Steering Committee The Science Case Network [email protected] ASMCUE: Twenty Years of Vision, Change and Leadership May 16, 2013 Denver, CO. Problem-Based Learning & Case Study Method: What ’ s the Difference?. Problem-Based Learning
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Case Study Method
application of concepts
The Early Models
Still a difference? Case as application versus case as means to launch new learning?
Problem-based learning was devised > 30 years ago to address the following perceptions:
Learn content in context, and learn how to learn
Energy and Raw Materials
Students Pass Exam
Source: E. J. Wood, Department of Biochemistry & Molecular Biology,
University of Leeds, Leeds, UK
“The principal idea behind PBL [case-based learning] is not new, indeed it is older than formal education itself. It is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”
Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.
Presentation or formulation
Resolution of problem;
(How did we do?)
Next stage of
Organize ideas and
(What do we know?)
Pose questions (What do
we need to know?)
for questions; discuss
A good choice for:
Motivated, experienced learners?
Small seminar classes?
Dedicated faculty tutor
Groups of 8-10
Very student-centered environment
Group discussion is primary class activity
Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z
What questions should you ask?
What tests should you order?
Physician interviews patient, receives results of tests
Floating Facilitator Model
Small to medium class, one instructor, up to 75 students
Peer Facilitator Model
Small to large class, one instructor and several peer tutors
Large Class Models
Instructor moves from group to group
Group size: ~4
More structured format: greater degree of instructor input into learning issues and resources
Often used as entry point into using cases
First-year students in life sciences, engineering (non-majors): required course
2-4 lecture sections (20 max)
MWF 50-minute lecture schedule
5-7 TA-led weekly 3-hr. lab sections (12-16)
Four to six groups of 4 1 per section
…...Novice, less-motivated learners…….
Problem-based group work 40%
Lecture/whole-class discussion 50%
Other (Exam, lab review) 3%