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Cases are used in a range of teaching situations: some are the centre-piece of a unit’s learning activities for the whole class; some provide reflective practice for the individual; some are used for formal assessment purposes; some pull information together from different topic areas to assist integration of skills and knowledge.
But case methodology does not just provide cases as examples of existing knowledge. It uses cases to construct new knowledge. Students are engaged in a practical situation that models professional competence. They learn to analyse and search for information to develop possible solutions which are tested in discussion with peers.
EXAMPLES OF CASE TEACHING FROM FHS
The following links take you to some actual examples of case teaching seen in different Schools. When you are looking through them it is useful to consider these variables to characterise the type of approach:
- Learning environment – classroom, workplace etc
- Students – year and class size
- What the teacher does – role, support provided
- What the students do – activities and mental processes
- Related assessment
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Read what the lecturers say about their experiences with case method teaching in these links too! |
Case as the basis of a week’s learning (e.g. Medicine; 2nd yr Nursing)
Problem-solving practice integrating theory (e.g. 3rd yr Nursing)
Case presentation by student panel + experts (e.g. 5th yr Medicine)
Case-based assessment presentation ( e.g. 1st yr Pharmacy)
Case for assessment in WebCT (e.g. 2nd yr Human Life Science)
Case for tutorial discussion (e.g. 2nd yr Biomed. Science)
Case to promote professional understanding (e.g. cont. ed. Nursing)
Post-graduate application of cases (e.g. Master’s in Nursing)
The School of Medicine is developing its new cases according to a template format that incorporates learning outcomes and activities. You can see more of these cases on their website, for instance:
School of Medicine year 5 Cases for Integrated Teaching
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