Dolmans, D., de Grave, W., Wolfhagen, I. and van de Vleuten, C. 2005, 'Problem-based learning: future challenges for educational practice and research', Medical Education, 39, pp 732-741.

An up-to-date summary of principles and potential as related to education in the health professions.

Mahony, MJ, Wozniak, H, Everingham, F, Reid, B and Poulos, A, 2003 'Inquiry-based teaching and learning: what's in a name?', paper presented at HERDSA, Christchurch, accessed at http://surveys.canterbury.ac.nz/herdsa03/pdfsref/V1121.pdf

(follow the links from 'Papers' at http://www.conference.canterbury.ac.nz/herdsa2003/)

A research and development study from the University of Sydney Faculty of Health Science. Different 'labels' attached to case methodologies (PBL, CBL etc) have been shown to cause ambiguity and conflicting interpretations. It is more useful to look at the mix of different variables in a teaching-learning situation (e.g. context, role of students and teacher, etc.). This paper was very helpful in defining the early stages of this Case Coordination project at the University of Tasmania.

Feletti, GI, 1993 'Inquiry based and problem based learning: how similar are these approaches to nursing and medical education?', Higher Education Research and Development, 12 (2), 143-156.

Another useful background paper with a helpful illustration of differences in case teaching approaches (problem based, inquiry based, etc). What Feletti calls a problem-based approach would be called a case-based approach by others ... which again shows the confusion caaused by giving labels without agreeing on definitions.

Nelson. M, 1997 'The art of case teaching: a literature review of instructional methods', Case Method Research and Application: Interactive teaching and learning case method & other techniques, selected papers of the Fourteenth International Conference on Case Method Research and Application, World Association for Case Method Research & Application, Boston, Massachusetts, (615 pages).

A useful practical paper with tips on how to select, prepare and deliver cases and discussions for groups up to 60 (although set in a teacher training context, most is generalisable).

Michael, J and Rovick, A, 1997 'Using cases in pre-clinical medical education: three different implementations', Case Method Research and Application: Interactive teaching and learning case method & other techniques, (details as above).

Three examples of using case teaching in pre-clinical medicine; collaborative problem solving in classes from 25 to 100 students.

Domer, JE, 1997'Adaptations of the patient-oriented problem-solving (POPS) system in immunology to a hands-on laboratory experience in medical mycology for medical students', Case Method Research and Application: Interactive teaching and learning case method & other techniques, (details as above).

The title says it all - a specific description of a problem-solving case method used in medical laboratory science.

Schwartz, P, Mennin, S and Webb, G (eds), 2001 Problem-based Learning - Case studies, experience and practice, Kogan Page, London.

Required residing for anyone involved in the planning, administration and implementation of a problem-based or case-based course in the health sciences. Many examples of difficulties encountered, avoided and solved, the majority from an Australasian context. Two chapters have been included here:

Farmer, E, 2001 'Not more PBL', chapter 10 in Schwartz et al (details as above).

Students became bored with PBL after two years of the same paper-based approach. They became focussed on assessment coming at the end of year 3 and found PBL had grown tiring and uninspiring. The introduction of 'standard patients', with actors playing clinical cases, improved motivation, observation and communication skills.

Kaufman, DM and Mann, KV, 2001 'I don't want to be a groupie', chapter 19 in Schwartz et al (details as above).

PBL processes and collaborative/ group skills are relevant to medical researchers as well as clinicians. Ideas here for assisting students with poor group participation skills.

Burgess, H, 'Learning approaches - problem based learning', on the Social Policy and Social Work UK web page at http://www.swap.ac.uk/learning/pblearning1.asp

A succinct discussion of some issues of using PBL as a teaching method, linked to lots of example case studies in the social work context.

Osborne, J, 2003 'Casing the joint - looking at case teaching across the Faculty of Health Science', PowerPoint and notes presented at Teaching Matters 2003, University of Tasmania, accessed from:

http://www.utas.edu.au/teachingmatters/presenters/presentations/Osborne_J.doc
(authorisation required)

A review of some case teaching approaches used here, with a discussion of the semantic difficulties which sometimes create unnecessary barriers between professions.

'The case of Bessie Buick', adapted by Chip Celestino from a case from Northeastern Ohio Universities College of Medicine, accessed at http://www.med-ed-online.org/rcurricula.htm

And finally, something a bit lighter. Taking teachers and students out of their familiar contexts can help with understanding the hows and whys of case methodology! Worth checking out.