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About 10,000 papers for “case-based teaching”

Teaching a case-based course

Martin Kupp, Urs Mueller · Ubiquity Press eBooks · 2024

Ubiquity Press is an open access publisher of peer-reviewed academic journals, books and data. We operate a highly cost-efficient model that makes quality open access publishing affordable for everyone. Our portfolio of journals and books cover a wide range of subjects, all peer-reviewed to the highest standards. We are committed to open access knowledge and use open source software as the core to each of our products.

Cited by 0Open access

Teaching a case-based session

Martin Kupp, Urs Mueller · Ubiquity Press eBooks · 2024

Ubiquity Press is an open access publisher of peer-reviewed academic journals, books and data. We operate a highly cost-efficient model that makes quality open access publishing affordable for everyone. Our portfolio of journals and books cover a wide range of subjects, all peer-reviewed to the highest standards. We are committed to open access knowledge and use open source software as the core to each of our products.

Cited by 0Open access

Case-based Teaching of Perioperative Medicine

Calvin L. Chou · Academic Medicine · 2001

Objective: During preoperative medical consultation, physicians commonly miscalculate perioperative cardiac risk and adhere suboptimally to published guidelines on endocarditis prophylaxis. In addition, medical consultation rotations are required for accreditation in internal medicine residency programs but are often poorly rated by residents. We developed a case-based curriculum in an effort to enhance medical residents' training in perioperative medicine. Specifically, our objective was to encourage active learning, critical thinking, and judicious application of published guidelines. Description: All third-year categorical medicine residents at the University of California, San Francisco, spend half a month on the medical consultation rotation at the San Francisco VA Medical Center. One resident covers the service with one consulting attending physician. At the outset of the rotation, we distribute an annually updated syllabus containing recent literature on perioperative medicine topics. In addition, residents receive illustrative cases in the following areas: preoperative cardiac evaluation, perioperative pulmonary evaluation, perioperative anticoagulation issues, prophylaxis against endocarditis, perioperative diabetes management, management of a medical patient with hip fracture, preoperative evaluation of a patient with liver disease, and management of a patient with postoperative delirium. Each case contains a series of five to ten questions that assesses the resident's understanding of the reading, underscores the standard of care, and illuminates dilemmas of management. The resident and the attending physician on service work together to develop a schedule to cover all the cases. The resident is then encouraged to read the corresponding articles in the syllabus before attending rounds; individual review of the case and questions to be discussed is optional. Priority is established to allot time during daily rounds for this learning activity. Each case generally requires ten to 30 minutes to complete. Rotation evaluations from the first three months have shown a marked improvement over previous assessments. Since the implementation of the case-based curriculum, the residents' evaluations of the overall educational value of the rotation have increased from 2.4 to 4.4 on a five-point Likert scale (1 = strongly disagree, 5 = strongly agree). The ratings for achievement of the rotation's curricular goals increased from 2.9 to 4.8. The residents' satisfaction with the residency as a whole remained unchanged. Discussion: After the development of a simple, time-efficient, case-based curriculum in perioperative medicine, the residents demonstrated mastery of management issues and the ability to apply learning to illustrative cases. In addition, residents' satisfaction with the rotation markedly increased. We attribute this success to three factors. We set up the expectation that each resident would take an active role in learning by reading the literature and applying this knowledge to cases. Second, we established a permissive environment in which one-on-one teaching could occur and in which immediate feedback about learning was valued. Finally, residents leave the rotation with a sense of accomplishment, having developed concrete skills in perioperative management. Though a limited number of residents have thus far evaluated the curriculum, and though the longevity of the residents' learning remains to be established, this curriculum is an effective way to teach perioperative medicine to our medical residents.

Cited by 4

CASE-BASED TEACHING AND LEARNING EXPERIENCES

Mary Durand Thomas, Frederica W. O'Connor, Marilynn Albert et al. · Issues in Mental Health Nursing · 2001

Case-based teaching and learning strategies can be utilized to assist advanced practice psychiatric nursing students in both obtaining requisite knowledge and enhancing clinical reasoning skills. We discuss the benefits of case-based learning in terms of how it (1) contributes to students' appropriate organization of information to be recalled later for use in clinical reasoning situations; (2) generates experiences that students would not otherwise have; (3) increases the visibility of students' clinical reasoning processes; and (4) enhances students' confidence. This article also explores three examples of case-based teaching and learning: use of written cases in a seminar; use of standardized patients in an assessment course; and utilization of web-based cases for learning assessment and intervention skills. Finally, we compare and contrast each of these methods in terms of their relative effectiveness in achieving each of the benefits.

Cited by 87

Teaching Discussion Based on Mechanical Dynamics Simulation Teaching Case

Rui Huo, Yuanbo Li · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · 2021

Dynamics of mechanical system has received more and more attention in the undergraduate and postgraduate course of mechanical specialties. And how to improve the quality of education through case teaching has become a mutually concerned subject of teaching methods reform. In view of shortage of combination of theory and practice in current mechanical dynamics teaching, through a concrete example of dynamics modelling and simulation with Simulink of a propelling shafting-hull coupled vibration system, the paper makes a discussion about the fundamental work of case teaching, i.e. the design and writing of novel teaching cases, including synthesizing the basic problems and methods of dynamics with practical engineering cases, transforming complicated engineering system into mechanic model, choosing study breakthrough point and analysis key point, constructing an integrated environment of modelling, simulation and analysis of dynamical system by theoretical analysis and software aided calculation, etc.. And the problem and its resolution of practical complicated flexible coupled dynamics system is demonstrated in classroom via visualized simulation.

Cited by 0Open access

Sustainability teaching using case-based debates

Panikos Georgallis, Kayleigh Bruijn · Journal of International Education in Business · 2022

Purpose Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate sustainability is on the rise, there is less innovation in teaching methods as most institutions rely on traditional methods to teach sustainability in the classroom. This paper aims to present the case-based debate as an appropriate teaching method for exposing students to the complexity of business sustainability issues. Design/methodology/approach The pedagogical background of the traditional case method and the debate method have been analyzed to provide an integrated understanding of the benefits of combining the two in the case-based debate. Building on the authors’ experiences from using case-based debates in the classroom, the paper describes what a case-debate is and how it can be implemented. Findings The paper offers a practical tool that can be used to teach sustainability in business schools and other educational institutions. Case-based debates can elicit active participation, support the development of students’ critical thinking skills and improve reflexivity by compelling students to seriously and actively engage with opposing viewpoints on a given issue. Originality/value This paper presents a hybrid approach for sustainability teaching that combines the benefits of the traditional case method with those of an in-class debate. The case-based debate method has received little attention in educational research and business sustainability teaching practice but can serve multiple teaching objectives relevant to sustainability teaching.

Cited by 25Open access

CASE-BASED TEACHING AND LEARNING EXPERIENCES

Frederica W. O' Mary Durand Thomas · Issues in Mental Health Nursing · 2001

Case-based teaching and learning strategies can be utilized to assist advanced practice psychiatric nursing students in both obtaining requisite knowledge and enhancing clinical reasoning skills. We discuss the benefits of case-based learning in terms of how it (1) contributes to students' appropriate organization of information to be recalled later for use in clinical reasoning situations; (2) generates experiences that students would not otherwise have; (3) increases the visibility of students' clinical reasoning processes; and (4) enhances students' confidence. This article also explores three examples of case-based teaching and learning: use of written cases in a seminar; use of standardized patients in an assessment course; and utilization of web-based cases for learning assessment and intervention skills. Finally, we compare and contrast each of these methods in terms of their relative effectiveness in achieving each of the benefits.

Cited by 5

Experience of Case-based Teaching Approach in Medical Microbiology Teaching

Yimin Zhang · 2009

In view of the development of contemporary medical education and existing problems in medical microbiology teaching,the paper introduces the specific methods of case-based teaching method used in medical microbiology teaching,discusses its advantages and deficiencies,and offers some tentative ideas for solving the problems.

Cited by 0

Case Design of Microeconomics Teaching based on BOPPPS Teaching Method

Sida Feng, Yinlu Cai · Journal of Education and Educational Research · 2023

"Microeconomics" is a basic course of economics and management majors, and occupies an important position in professional teaching. However, in practical teaching, it is difficult to arouse students' learning enthusiasm due to the large number of theoretical knowledge and formulas, thus affecting the teaching effect. "Demand and demand curve" is the basic concept and core knowledge in the course of Microeconomics. In order to improve the teaching effect of this course, this paper takes "demand and demand curve" as an example, and carries out teaching design based on BOPPPS teaching theory. This paper introduces the case of the demand for masks during the epidemic period, which is concerned by the public, and echoes it at the end, so that students can solve this problem through the knowledge they have learned. The combination of the case design theory and practical practice can fully mobilize the enthusiasm of students to learn related economics knowledge and improve the teaching quality of economics courses. This teaching case can provide experience and reference for related teaching of economic management major.

Cited by 0Open access

Integrated teaching program using case-based learning

Pankaj Bhardwaj, Nikha Bhardwaj, Farzana Mahdi et al. · International Journal of Applied and Basic Medical Research · 2015

There is a very good perception of students toward integrated teaching. Students performed better if they are taught using this technique. Although majority of faculty found integrated teaching, as useful method of teaching, nevertheless extra work burden and interdepartmental coordination remained a challenging task.

Cited by 26Open access

Three exemplary models of case-based teaching

David M. Irby · Academic Medicine · 1994

Teaching in response to case presentations is an essential feature of clinical teaching in medicine. Yet, this form of case-based teaching is often done poorly. Using qualitative methods of interviews, observations, and recordings of teaching rounds, the author describes three different yet exemplary pedagogical strategies for organizing teaching rounds in general internal medicine. These include: (1) case-bedside teaching that involves case discussion in a conference room followed by demonstrations at the bedside, (2) case-lecture teaching that blends quick reviews of cases with more formal presentations on relevant topics, and (3) case-iterative teaching that involves discovery-learning using complex cases. From these three case studies, five general principles of experiential learning in clinical settings are derived: anchoring instruction in cases, actively involving learners, modeling professional thinking and action, providing direction and feedback, and creating a collaborative learning environment. These three approaches to teaching rounds overcome common problems associated with learning in clinical settings.

Cited by 154

Case‐based anatomy teaching: a viable alternative?

Onyedikachi Eseonu, Robert Carachi, Nicola Brindley · The Clinical Teacher · 2013

Case-based anatomy instruction can significantly improve students' confidence and knowledge of anatomy. This method of teaching was also highly rated by students, which may make it a viable option for the teaching of anatomy in the modern medical curriculum.

Cited by 17

Case‐Based Teaching for Climate Heritage Education

Irene G. Curulli, Curulli, G.I. (Irene) · 2023

This chapter demonstrates how heritage education connected to climate science and climate action is taught in formative education where students are guided to develop a holistic perspective toward the understanding of cultural heritage, its values, vulnerabilities and adaptive capacity to tackle the impacts of climate change through case studies and stakeholder engagement. It presents two separate educational activities concentrating on climate adaptation of historic watermill landscapes in the Netherlands where different pedagogies are employed in a multi-disciplinary learning environment addressing higher education students from diverse disciplinary backgrounds and with different skill sets. These two education activities demonstrate case-based, design-oriented pedagogies and teaching methods using built heritage as a tool for climate and heritage education. In both examples, design outputs are produced as a tool to demonstrate the pedagogical content even though not all of the involved students had prior design education or training.

Cited by 0