Center for Teaching and Learning, Western Kentucky University

Volume 3 -Appropriate Methods
Case-based Learning

Assumes the learner must construct his/her learning in order to advance from theory to practice. Students review a specific, realistic, complex event (case) requiring some type action on their part (e.g., a recommendation). The role of the teacher is to facilitate student analysis, discussion and resolution of the cases through effective questioning. A major challenge is to create meaningful and appropriate cases and questions.

Fallows, Stephen and Kemal Ahmet. Inspiring Students: Case Studies in Motivating the Learner (Staff and
Educational Development Series). London: Kogan Page Limited, 1988. [Available at the CTL.]
Herreid, C., Schiller, N, & Hollander, S. National Center for Case Study Teaching in Science (11/16/00).
Available: http://ublib.buffalo.edu/libraries/projects/cases/case.html.
Hutchings, P. Using cases to improve college teaching: A guide to more reflective practice. American Association for Higher Education. 1993.
Instructional Innovation Network. (no date). Available: http://bestpractice.net/
Wilkerson, L. & Boehrer, J. “Using cases about teaching for faculty development.” To Improve the Academy, (1992): 253-262.

The Use of Case Studies to Teach in Science
by Lynn D. Austin, Allied Health & Human Services

Instruction in science courses has traditionally used the lecture method. More recently, however, the effectiveness of the didactic lecture has been questioned.

The case study method of instruction offers a more problem-based approach to instruction. The case method stresses the development of students’ communication and higher order thinking skills exemplified by encouraging them to engage in critical analysis.

Cases are stories with a message, not simply narratives for entertainment. Often times, case-based situations have no single solution or answer but, instead, are meant to provoke thoughtful discussion.

There are several steps to realize when writing/teaching a case. The example used here involves a case I wrote for the University of Buffalo’s website.* I was addressing the issues of a needle stick, how it could have been prevented, and sequelae. First, the situation must be analyzed. Who are the major characters, their background, their motivation? From whose viewpoint does the story develop? A dental student treating a patient with a communicable disease was the focus of my case. Characters were developed with a significant amount of background information. Dialogue was also a prominent portion of the case to make it more “reader-friendly.” The second step in case writing involves deciding what action should be taken, considering both short and long-term solutions.

I have found that using cases to teach specific content areas is more relevant than many other strategies because it brings the students closer to reality. The case method approach is a scholarly undertaking that offers students the opportunity for inquiry and reasoning.

*http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm
“Needles and Pins: A Case Study in the Management of Occupational Exposure to Percutaneous Injuries”

References

Branda, L.A. 1990. Implementing problem-based learning. J. Dent. Educ. 54: 1-2.

Herreid, C.F. 1994a. Case studies in science: A novel method of science education. Journal of College Science Teaching: 23: 221-229.

Herreid, C.F. 1997. What is a case? Journal of College Science Teaching 27: 92-94.

Norman, G.R. 1990. Problem-solving skills versus problem based learning. Can. Assoc. Med. Educ. 3: 1-3.

Schmidt, H.G. 1983. Problem-based learning: rationale and description. Med. Educ. 17: 11-16.

Using a Directed Case: Pointing Students in the Right Direction
by Byron Sleugh, Agriculture

In all my years in the classroom, I have used a number of teaching methods, to varying degrees of success. Some methods were mergers of several different ones to create an approach that I thought would be appropriate for the situation. I have also seen other teachers use a variety of methods, some masterfully, others not. Having discovered the Directed and the Interrupted Case Study approaches, I find them very useful and applicable to any subject area. However, I find that a blend of both methods is even more effective at times. Also, my students usually have positive feedback regarding the exercise.

The directed case method is content driven and built around specific learning objectives (Cliff and Wright, 1996). Students are given a series of specific questions about the case that is presented, by answering the questions the students will be forced to review material, relearn, and apply knowledge gained from lecture or the text. Since this is a directed case, it is not open ended. There should be a specific answer for almost all of the questions posed. In the interrupted case, you provide information at key points (you interrupt) in the case instead of giving all the information at once.

Cliff and Wright (1996), suggest 4 parts to the directed case approach or method.
1. Defined, inclusive learning objectives
2. An engaging and informative case scenario or narrative (I suggest it be credible also). I often use journal articles or newspaper clippings as the case scenario.
3. Pertinent, instructive questions
4. Information needed to answer the questions should be readily available to the students.

In preparing a case, I often use current affairs. In this regard, students can observe the relationship and application of the class material to real life. This is of utmost importance, especially in some science classes where students tend to ask “why do I have to learn this anyway?” The events you put in the case scenario should be realistic, but the plot itself can be fictitious. In doing so, the case will be easier for them to read and follow and it will get them more involved. Where possible, add characters to the narrative to put a personal spin on it. It is well known that people tend to remember characters in a story, and their experiences, better than if there were no names or “real people” involved.

The hardest part of developing a directed case is writing the level of in-depth and analytical questions required. To us, as we read the newspaper or watch television, we can read between the lines and understand certain cause and effect relationships. Our students don’t always understand that relationship, even though they are more than capable of doing so. For the best result, the questions should show direct use of the subject matter in a “real world” situation.

This method works best for me, when I have students tackle the problem in groups during class. This way they will discuss the questions and often weigh various answers before deciding on a particular one. I provide the reading assignment or case narrative for the students to read prior to the class period in which we will discuss the case. I do not provide the questions at that point. If the case is brief enough, we will do everything in class. The new 75-minute class periods on Tuesdays and Thursdays will facilitate this well. Cliff and Wright (1996) gave students the case studies to work on individually outside of class, but they were free to form groups to work on it. Many students find that a lab partner or friend taking the same class will make an excellent teammate. Having completed the assigned reading or the case narrative, the students should be ready to tackle questions of varying complexity.

This case approach has been used successfully in a number of disciplines and at every class level. I have had success particularly with it in my Environmental Science and Crop Physiology classes. Crop physiology students welcome the opportunity to see that the metabolic pathway that appears so complex on paper is actually easily manifested in the field. The recent drought problem in some parts of the state has made it easy to develop a case. I would begin by developing the case around the corn that is turning brown in the field and the parched soil. I will continue to build the case around the visible signs of the drought. Having laid that ground work, I can ask questions about how this drought will affect the physiology of the plant: cell expansion, photosynthesis, respiration, carbohydrate partitioning, structural strength, and most importantly, yield. It would not be adequate for a student to provide an answer that simply says “yield will be decreased.” The student will have to know the physiological processes that are affected by water stress and demonstrate how drought affects yield through a cascade of metabolic/biochemical pathways. I am always amazed at how happy the students look when they realize that they knew so much “stuff” and had been given the opportunity to use their knowledge.

If you would like to get students excited about a particular topic, tell them a story and then ask them questions (with specific answers). That’s basically what the directed case method involves.

Good luck and happy teaching.

Reference
Cliff, William H. and Ann W. Wright. 1996. Directed case study method for teaching human anatomy and physiology. Advances in Physiology Education, Vol. 15:1, S19-S28.

Check out these volumes:
Volume 1 -- Clear Goals
Volume 2 -- Adequate Preparation
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