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

Full Abstract

Case-based teaching is regarded as a superior instructional method compared with lectures in promoting a learner's critical thinking skills. While much is known about the role a discussion facilitator plays in case-based teaching, the debate on the influence of the format and structure of cases on learning is controversial. We sought to identify strategies for constructing cases based on studies from multiple disciplines, which report the development and use of cases in teaching and learning. The purpose was to offer the medical and other educational communities a conceptual framework that can be examined in future research. Based on a review of 100 studies, we synthesised 17 strategies around 5 core attributes of cases:
relevant (level of learner, goals and objectives, setting of case narrative); realistic (authenticity, distractors, gradual disclosure of content); engaging (rich content, multiple perspectives, branching of content); challenging (difficulty, unusual cases, case structure, multiple cases), and instructional (build upon prior knowledge, assessment, feedback, and teaching aids). Despite the wide use of cases in disparate disciplines, there has been no overarching study that synthesises strategies of case development or tests these strategies in research settings. The framework we developed can serve as a menu of case development options that educators and researchers can pilot and evaluate in their local settings.

Learn Faster Today Improve your study skills

Author information

Author/s: Kim, Sara (S); Phillips, William R (WR); Pinsky, Linda (L); Brock, Doug (D); Phillips, Kathryn (K); Keary, Jane (J);

Affiliation: Department of Family Medicine, University of Washington, Seattle, Washington 98195, USA. sarakim(-atsign-)u.washington.edu

Grants: 1D12HP00132-01 (Agency:PHS HHS)

Journal and publication information

Publication Type: Journal Article; Research Support, U.S. Gov't, P.H.S.; Review

Journal: Medical education (Med Educ), published in England. (Language: eng)

Reference: 2006-Sep; vol 40 (issue 9) : pp 867-76

Dates: Created 2006/08/23; Completed 2006/10/30; Revised 2007/11/14;

PMID: 16925637, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Clinical Competence - standards
Decision Making
Education, Medical, Undergraduate - methods
Goals

Humans
Students, Medical - psychology
Teaching - methods
Thinking

These are the highest related articles currently in the database:

See 100+ related articles.