RENVOI 2023
Case method teaching is an active form of learning for students in sharpening conceptual issue that requires analysis and decision-making. Students get actively involved in the real-world situations across discipline.
Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives1,2. Faculty have noted the instructional benefits of cases including greater student engagement in their learning3, deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives.4
Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”
The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 5, as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case.
Reference
- Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education, 16(1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846 ↩
- Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. ↩
- Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review. Medical Teacher. 2012; 34(6): e421-44. ↩
- Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). ↩
- Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002
- Price, Mary Ann (2022). Case Method Teaching and Learning CTL.Columbia.edu