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Case Study as a Case Study as a Teaching MethodTeaching Method

Gwendolyn Merchant and Allison Gwendolyn Merchant and Allison SteuberSteuber

Wilmington UniversityWilmington University

MSN 7750: Teaching and LearningMSN 7750: Teaching and Learning

Spring 2010Spring 2010

-A student-centered, highly interactive pedagogy that changes the classroom process into a collective

search for an analysis and/or solution to a specific problem based on a ‘case’” (Foran).

- “Students explore a problem by sorting out relevant facts, developing logical conclusions, and presenting them to fellow students and the instructor” (Speaking of Teaching, 1994).

- “Case studies provide a rich basis for developing students’ problem-solving and decision making skills” (Speaking of Teaching, 1994).

What is Case Study as a Teaching Method?

Case Studies: How do they relate to Education?

-The theory of educational realism speaks of the importance of learning to reason, gaining knowledge, and keeping the teacher accountable.

-Case study learning allows the learner to use their knowledge to talk through a potential real-life situation.

-“The goals of the method include developing critical thinking skills, learning through decision-making and role- playing situations, developing confidence in defining, confronting, analyzing, and solving problems through interactive discussions, exercising and developing skills in public speaking and group problem solving” (Foran).

Application of Case Studies in a Teaching Situation

Case studies are becoming increasingly popular in academic settings across the world. Case studies can be applied to many situations.

1. After lecturing new nurses about the various interventions for a patient with an acute MI, a scenario is read to the nurses about a patient presenting to their unit complaining of sudden onset of chest pain. The nurses will discuss the case study within their group to determine what interventions are most important and the

rationale for their intervention.

2. A group of pilots attend training on how to handle possible terroristic threats. A scenario is read to the group about a man who becomes aggressive with the flight staff near the cockpit door. The pilots discuss as a group what their next five actions

will be and the rationale.

3. A group of customer service representatives in training is given a recording of an angry customer to listen to and asked to develop a response to the customer utilizing the techniques they were taught during their training.

Appropriate Settings to Utilize Case Study as a

Teaching Method1. Medical School

- “Interest in discussion teaching is clearly on the rise throughout the academic community. For example, a special panel convened by the Association of American Medical Colleges urged medical schools to provide more active learning experiences by reducing lecture time, emphasizing independent learning skills, and requiring less factual memorization” (Barnes, et al, 1994).

2. Professional Training for Adults- I.e. Airline staff, College students, etc.

3. Learning sessions for adult learners who may have many ways of approaching various situations they may encounter.

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AdvantagesAdvantages

The advantages of the case study method are its applicability The advantages of the case study method are its applicability to real-life, contemporary, human situations and its public to real-life, contemporary, human situations and its public accessibility through written reports. Case study results accessibility through written reports. Case study results relate directly to the common reader’s everyday experience and relate directly to the common reader’s everyday experience and facilitate an understanding of complex real-life situations.facilitate an understanding of complex real-life situations.

Develops analytic and problem solving skillsDevelops analytic and problem solving skills

Allows for exploration of solutions for complex issuesAllows for exploration of solutions for complex issues

Allows student to apply new knowledge and skillsAllows student to apply new knowledge and skills

Raise the level of critical thinking skills Raise the level of critical thinking skills (application/synthesis/evaluation, not recall).(application/synthesis/evaluation, not recall).

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DisadvantagesDisadvantages

Students may not see relevance to own situationStudents may not see relevance to own situation

Insufficient information can lead to inappropriate resultsInsufficient information can lead to inappropriate results

Not appropriate for elementary level

Ways to adapt to the strategyWays to adapt to the strategy

Give students ample time to read and think about the case. If the case is long, assign it as homework with a set of questions for students to consider

Introduce the case briefly and provide some guidelines for how to approach it. Clarify how you want students to think about the case

Break down the steps you want students to take in analyzing the case (e.g., “First, identify the constraints each character in the case was operating under and the opportunities s/he had. Second, evaluate the decisions each character made and their implications. Finally, explain what you would have done differently and why.”) (Delpier,2006)

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Ways to adapt to the strategy Ways to adapt to the strategy (cont.)(cont.)

Create groups and monitor them to make sure everyone is involved. Create groups and monitor them to make sure everyone is involved.

- This gives individual students more opportunities for - This gives individual students more opportunities for participation and interaction.participation and interaction.

- Small groups can drift off track if you do not provide - Small groups can drift off track if you do not provide structure, therefore it is a good structure, therefore it is a good

idea to make the task of the group idea to make the task of the group very concrete and very concrete and clear. clear.

Designate roles within each group. Designate roles within each group.

- One individual might be charged with keeping the - One individual might be charged with keeping the others on task and others on task and watching the time. watching the time.

- A second individual’s role might be to question the - A second individual’s role might be to question the assumptions orassumptions or interpretations of the group and interpretations of the group and probe for deeper analysis. probe for deeper analysis.

- A third individual’s role might be to record the - A third individual’s role might be to record the group’s thoughts and report group’s thoughts and report their decision to the their decision to the class.  class.  

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Ways to adapt to the strategy Ways to adapt to the strategy (cont.)(cont.)

Have groups present their solutions/reasoning.Have groups present their solutions/reasoning.- If groups know they are responsible for producing - If groups know they are responsible for producing

something (a something (a decision, rationale, analysis) to present to decision, rationale, analysis) to present to the class, they will approach the the class, they will approach the discussion with greater focus discussion with greater focus and seriousness. and seriousness.

Ask questions for clarification and to move discussion to Ask questions for clarification and to move discussion to another level.another level.

- One of the challenges for a case-based discussion leader - One of the challenges for a case-based discussion leader is to guide is to guide the the discussion and probe for deeper analysis discussion and probe for deeper analysis without over-directing. without over-directing.

- As the discussion unfolds, ask questions that call for - As the discussion unfolds, ask questions that call for students to examine students to examine their own assumptions, substantiate their their own assumptions, substantiate their claims, provide illustrations, etc.claims, provide illustrations, etc.

Synthesize issues raised. Be sure to bring the various strands Synthesize issues raised. Be sure to bring the various strands of the discussion back together at the end, so that students see of the discussion back together at the end, so that students see what they have learned and take those lessons with them what they have learned and take those lessons with them (Delpier,2006).(Delpier,2006).

Evaluation of the effectiveness of the learning strategy

Evaluation of the effectiveness of the learning strategy is based on the students comprehension of the case presented, their ability to examine individuals and groups in greater depth, improved critical thinking skills, and their ability to develop analytic and problem solving skills (Barkley, et all,2005)

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References:References:

Barkley, E. F, Cross, K. P. & Major, C. H. (2005) Collaborative Learning Techniques:

A Handbook for College Faculty. San-Francisco: Jossey-Bass

Barnes, L.B., Christensen, C.R., & Hansen, A.J. (1994). Teaching and the Case Method: Texts, Cases, and Readings. Boston: Harvard Business School Press

Delpier, T. (2006). Cases 101: Learning to teach with cases. Nursing Delpier, T. (2006). Cases 101: Learning to teach with cases. Nursing EducationEducation Perspectives, 27, 204-299.Perspectives, 27, 204-299.

Foran, J. The Case Method and the Interactive Classroom. The NEA Higher Education Journal, 41-50.

Lonser, V. M., Abbott, R., Allen, K., & Davidhizar, R. (2006). Lonser, V. M., Abbott, R., Allen, K., & Davidhizar, R. (2006). Implementation ofImplementation of

problem-based learning in a final semester comprehensive nursing problem-based learning in a final semester comprehensive nursing course. course. Health Care Manager, 25,184-193.Health Care Manager, 25,184-193.Teaching with Case Studies. (1994). Stanford University Newsletter on Teaching,

5(2), 1-4.