The case method in education Jonas Nordquist, Associate Editor, BMJ Learning Jonas.Nordquist@ki.se.

The case method in education

Jonas Nordquist, Associate Editor, BMJ Learning

Jonas.Nordquist@ki.se

DispositionChapter 1 The case method in education

• Higher education today• Assumptions on learning• Higher cognitive order thinking• Different kind of knowledge• The case method and other activity based educational tools• Why the case method• Does the case method enhance learning?

Chapter 2 Implementing the case method• Contextual issues/issues on facilitation• 3P-model• Key skills of a facilitator• Role of the facilitator

Disposition continued

Chapter 3 The case method: a practical perspective

• How to write a case• The nature of a case• Motivation and learning

The message

• Awareness• Cannot copy and paste

Chapter 1

• What is the case method?• The origins of the case method• Why use the case method?• Where has the case method been used?• Educational effects of the case method

Higher education in a changing world

• Reduction of funding• Higher enrolment rate• New student groups• External audits

= New demands on the efficiency of teaching methods and student learning outcomes

Current assumptions on preferred learning

• Active participation• Problem oriented approach• New knowledge is constructed on:

– Previous knowledge (existing cognitive structures)

– Previous experience

• Relevance

The SOLO taxonomy with The SOLO taxonomy with sample descriptive verbs/termssample descriptive verbs/terms

CompetenceCompetence

FailIncompetentMisses point

Incompetence One relevantaspect

Several relevantindependent aspects

Integrated into a structure

Generalised to new domain

Prestructural Unistructural Multistructural Relational Extended abstract

IdentifyNameFollow simple procedure

CombineDescribeEnumeratePerform serial skillsList

AnalyseApplyArgueCompare/ contrastCriticiseExplain causesRelateJustify

GenerateHypothesiseReflectTheorise

•• • •

Different kinds of knowledge

• Declarative• Procedural• Conditional• Functional

What is the case method?

The origins of the case method

Student activating methods

• Role play• Action research• Critical incident analysis• Problem based learning• Case method

Action research

CONCRETEEXPERIENCE

ABSTRACTCONCEPTUALISATION

ACTIVEEXPERIMENTATION

REFLECTIVEOBSERVATION

Experiential Learning Cycle(Kolb, 1984)

Where have cases been used?

• Law• Business• Social Sciences (Political Science)• Medicine • Teacher Training Programmes

Why cases?

• Convey knowledge, facts, information to students• Apply theory to a situation • Enhance students’ decision making skills• Improve students’ technical or behavioural skills in

analysing data• Improve students’ self esteem • Stimulate students’ interest in a subject• Foster reflection• Present a realistic picture of the complexities in a

situation

Educational effects – does the case method enhance students’ learning?

1. How to define the independent variable?

2. To compare with what?

3. Pre / Post tests

4. Variation? If so is that good?

Cut and paste: the problems of application

Learn a New ”Tool”

• Taiwanese scholars at Harvard

• Swedes going to the US/Canada

• Awareness: why cases?• Cut and paste: What are the conditions that

make case teaching work?– How to contextualise the case method to our

educational system?

Preconditions to make case teaching work

• Case teaching aligned with the overall objectives of the curriculum

• A functioning case facilitator• Suitable assessment practices• Aligned grading system• The students’ preconception of their role is in

accordance with the requirements of the case method

The objectives of Chapter 1

• What is the case method?• The origins of the case method• Why use the case method?• Where has the case method been used?• Educational effects of the case method

Chapter 2

Implementing the case method

Objectives lecture two: Implementing the case method

Contextual issues:• The educational context• The curriculum context• Learning objectives• Assessment proceduresIssues on the facilitator include:• The epistemological beliefs of the facilitator• Theories on the role of the teacher• Important skills of a successful case facilitator

The 3P model and the educational context

The teaching and learning processThe teaching and learning processThe 3P Model (Biggs & Moore, 1993) The 3P Model (Biggs & Moore, 1993)

PresagePresage Process Process Product Product

Student characteristics: Student characteristics: • BackgroundBackground• Prior knowledge & Prior knowledge & experienceexperience• AbilityAbility• Conceptions of learningConceptions of learning• General learning General learning approachapproach• Language competence Language competence

Teaching context:Teaching context:•CurriculumCurriculum•Conceptions of teachingConceptions of teaching•Teaching experienceTeaching experience•Teaching/assessment Teaching/assessment methodsmethods•Classroom climateClassroom climate

Approaches to learningApproaches to learning•SurfaceSurface•DeepDeep

Learning outcomesLearning outcomes•QuantityQuantity•QualityQuality•AffectiveAffective

• How do you think a case seminar relates to teachers’ own concepts of teaching and learning?

• Do you think that teachers would be hesitant to run a case seminar?

• What actions would it be necessary to undertake to ensure actively engaged teachers are using the case method?

• Do you think that there are any obvious obstacles for this kind of a method from a teacher’s perspective?

• How do you think a case seminar would relate to students’ concepts of teaching and learning?

• Do you think students would be hesitant to participate?

• What efforts would it be necessary to undertake to ensure an active student participation?

• In your opinion, would there be any obvious obstacle for this kind of a method from a student perspective?

Constructive alignment

Constructive alignment Biggs (1999)Biggs (1999)

CurriculumCurriculum in the form of in the form of clear objectives clear objectives stating stating level of level of understandingunderstanding required required

Teaching/ chosen to facilitate achievementlearning of the objectivesactivities

AssessmentAssessment chosen tochosen to test test if students have if students have taskstasks achieved the achieved the objectives objectives and the and the level of achievementlevel of achievement

Formative assessmentFormative assessment

ContinuousContinuousOn-going during learning/teaching On-going during learning/teaching

DiagnosticDiagnosticProvides feedback to students and teachers on Provides feedback to students and teachers on

• Strengths and weaknessesStrengths and weaknesses• DifficultiesDifficulties• Misconceptions Misconceptions

Remedial Provides opportunities for modification/improvementProvides opportunities for modification/improvement

Summative assessment

TerminalAt the end of learning/teaching

DescriptiveHow well materials/knowledge/skills have been learnt

For ranking and selection No provision for modification/improvementNo provision for modification/improvement

Backwash effect of assessmentTeacher’s and student’s perspectives on assessment

Teacher’s perspective: Objectives Teaching activities Assessment

Student’s perspective: Assessment Learning activities Outcomes

Backwash effect can be either positive or negative

Some issues on facilitation

1 2

3 4

Student

Teacher

Know

Don’t know

Know Don’t know

Different kinds of questions

• Open ended questions

• Diagnostic questions

• Information seeking questions

• Challenge questions

• Action questions

• Questions on priority and sequence

• Prediction questions

• Hypothetical questions

• Questions of extension

The objectives of Chapter 2 were to discuss

Contextual issues• The educational context• The curriculum context• Learning objectives• Assessment procedures

Issues on the facilitator include• The epistemological beliefs of the facilitator• Theories on the role of the teacher• Important skills of a successful case facilitator

Chapter 3

The case method: a practical perspective

The objectives of this chapter are:• To discuss the nature of a good case• To discuss how to produce a case• To discuss how to set up a case seminar

The nature of a good case

• Relevant situation• Open ended

What kind of knowledge?

• Declarative• Conditional• Procedural• Functional

The nature of the case The educational objectives have to give guidelines on what kind of case to use

The Educational Purpose, i.e.

Type of Case

Convey knowledge, facts information to students

Apply theory to a situation

Foster reflection

Present a realistic picture of the complexities in a situation

Authentic Armchair

The case structure

• Learning objectives?• What kind of case to use?• Narrative?• Actors and attributed interest• Dilemma?

The three dimensions of the writing process

• Conceptual clarity• The clarity of the dilemma• The structure

Other issues to consider

• Study questions• Teaching notes

The learning process

• Individual preparation• Small group discussion• Large group deliberation

Different kinds of questions

• Open ended questions

• Diagnostic questions

• Information seeking questions

• Challenge questions

• Action questions

• Questions on priority and sequence

• Prediction questions

• Hypothetical questions

• Questions of extension

Motivation

• Intrinsic• Extrinsic• Social• Achievement

The interest model

• Situational• Textbook• Personal

The objectives of this session were

• To discuss the nature of a good case• To discuss how to produce a case• To discuss how to set up a case seminar

Conclusion of the three lectures

Awareness

• Why the case method?

• What educational purpose?

• How would it fit into the existing curriculum context?

• How would it fit with the epistemological positions of the teachers and students?

• Assessment practices You cannot copy and paste the case method

• Substantial and profound educational analysis first

• Technical training second