(e.g. 5th yr Medicine)
(with thanks to Drs Paul Hanson and Steven Brough)
OUTLINE OF METHOD
The case for investigation is preceded, a few days earlier, by a topic tutorial (for instance, the case: 'Mr X has a urinary problem' would be preceded by a tutorial on urinary problems and their treatment). At the end of the tutorial 3 or 4 students are handed the paper-based case description of Mr X; these students are to act as 'experts' for the case presentation - they allocate the tasks (of history, investigation and case management of the case) amongst themselves, research the case and prepare their presentation for the following session.
At the class session, the lecturer introduces the case and learning objectives, the student panel and anyone else he or she has brought along to help with the discussion (a specialist, allied health practitioner, etc.). The students then take over the class and make their separate presentations, which they do as interactively as possible, asking questions of the class based on the previous tutorial.
Each section of the presentation is followed by a further discussion with the lecturer and/or specialist expanding on the theme and including challenges to the emerging differential diagnosis and treatment plan, which involves discussion with the whole class.
The discussion finishes with a conclusion by the lecturer, who makes sure the objectives have been covered and that the specific case in question has been properly addressed.
BENEFITS AND LIMITATIONS
What is this method good for? |
Limitations |
| Case is central to the session presentation.
Makes recent tutorials contextual.
'Team teaching' approach maintains class interest and ensures all points are covered.
Student panel collaborate in research and preparing class presentation.
Gives students practice in presentation skills. |
Can be easy for audience to be left out - requires good facilitation by lecturer to maintain interaction.
Need to ensure the specific 'case' (i.e. presenting patient) is not forgotten in wider discussion of disease and treatment options.
|
 This model shown as a flow chart
WHAT DOES THE LECTURER THINK OF THIS APPROACH?
From Dr Paul Hanson:
| My experience in case based teaching is evolving. I find it challenging to organise and present in a meaningful way. I like the question /answer format when interacting with students. When you rely on giving 'lectures' I think it is hard to keep a high educational level and provide sound teaching and learning opportunities. (personal
communication) |
|
