1 Case Study as a Teaching Method Gwendolyn Merchant and Allison Steuber Gwendolyn Merchant and Allison Steuber Wilmington University MSN 7750: Teaching and Learning Spring 2010

-A student-centered, highly interactive pedagogy that changes the classroom process into a collective search for an analysis and/or solution to a specific problem based on a ‘case’” (Foran). - “Students explore a problem by sorting out relevant facts, developing logical conclusions, and presenting them to fellow students and the instructor” (Speaking of Teaching, 1994). - “Case studies provide a rich basis for developing students’ problem-solving and decision making skills” (Speaking of Teaching, 1994). What is Case Study as a Teaching Method?

Case Studies: How do they relate to Education? -The theory of educational realism speaks of the importance of learning to reason, gaining knowledge, and keeping the teacher accountable. -Case study learning allows the learner to use their knowledge to talk through a potential real-life situation. -“The goals of the method include developing critical thinking skills, learning through decision-making and role- playing situations, developing confidence in defining, confronting, analyzing, and solving problems through interactive discussions, exercising and developing skills in public speaking and group problem solving” (Foran).

Application of Case Studies in a Teaching Situation Case studies are becoming increasingly popular in academic settings across the world. Case studies can be applied to many situations. 1. After lecturing new nurses about the various interventions for a patient with an acute MI, a scenario is read to the nurses about a patient presenting to their unit complaining of sudden onset of chest pain. The nurses will discuss the case study within their group to determine what interventions are most important and the rationale for their intervention. 2. A group of pilots attend training on how to handle possible terroristic threats. A scenario is read to the group about a man who becomes aggressive with the flight staff near the cockpit door. The pilots discuss as a group what their next five actions will be and the rationale. 3. A group of customer service representatives in training is given a recording of an angry customer to listen to and asked to develop a response to the customer utilizing the techniques they were taught during their training.

Appropriate Settings to Utilize Case Study as a Teaching Method 1.Medical School - “Interest in discussion teaching is clearly on the rise throughout the academic community. For example, a special panel convened by the Association of American Medical Colleges urged medical schools to provide more active learning experiences by reducing lecture time, emphasizing independent learning skills, and requiring less factual memorization” (Barnes, et al, 1994). 2.Professional Training for Adults- I.e. Airline staff, College students, etc. 3.Learning sessions for adult learners who may have many ways of approaching various situations they may encounter.

6 Advantages  The advantages of the case study method are its applicability to real-life, contemporary, human situations and its public accessibility through written reports. Case study results relate directly to the common reader’s everyday experience and facilitate an understanding of complex real-life situations.  Develops analytic and problem solving skills  Allows for exploration of solutions for complex issues  Allows student to apply new knowledge and skills  Raise the level of critical thinking skills (application/synthesis/evaluation, not recall).

7 Disadvantages  Students may not see relevance to own situation  Insufficient information can lead to inappropriate results  Not appropriate for elementary level

Ways to adapt to the strategy  Give students ample time to read and think about the case. If the case is long, assign it as homework with a set of questions for students to consider  Introduce the case briefly and provide some guidelines for how to approach it. Clarify how you want students to think about the case  Break down the steps you want students to take in analyzing the case (e.g., “First, identify the constraints each character in the case was operating under and the opportunities s/he had. Second, evaluate the decisions each character made and their implications. Finally, explain what you would have done differently and why.”) (Delpier,2006)

9 Ways to adapt to the strategy (cont.)  Create groups and monitor them to make sure everyone is involved. - This gives individual students more opportunities for participation and interaction. - Small groups can drift off track if you do not provide structure, therefore it is a good idea to make the task of the group very concrete and clear.  Designate roles within each group. - One individual might be charged with keeping the others on task and watching the time. - A second individual’s role might be to question the assumptions or interpretations of the group and probe for deeper analysis. - A third individual’s role might be to record the group’s thoughts and report their decision to the class. - A third individual’s role might be to record the group’s thoughts and report their decision to the class.

10 Ways to adapt to the strategy (cont.)  Have groups present their solutions/reasoning. - If groups know they are responsible for producing something (a decision, rationale, analysis) to present to the class, they will approach the discussion with greater focus and seriousness.  Ask questions for clarification and to move discussion to another level. - One of the challenges for a case-based discussion leader is to guide the discussion and probe for deeper analysis without over-directing. - As the discussion unfolds, ask questions that call for students to examine their own assumptions, substantiate their claims, provide illustrations, etc.  Synthesize issues raised. Be sure to bring the various strands of the discussion back together at the end, so that students see what they have learned and take those lessons with them (Delpier,2006).

Evaluation of the effectiveness of the learning strategy  Evaluation of the effectiveness of the learning strategy is based on the students comprehension of the case presented, their ability to examine individuals and groups in greater depth, improved critical thinking skills, and their ability to develop analytic and problem solving skills (Barkley, et all,2005)

12 References:  Barkley, E. F, Cross, K. P. & Major, C. H. (2005) Collaborative Learning Techniques: A Handbook for College Faculty. San-Francisco: Jossey-Bass  Barnes, L.B., Christensen, C.R., & Hansen, A.J. (1994). Teaching and the Case Method: Texts, Cases, and Readings. Boston: Harvard Business School Press  Delpier, T. (2006). Cases 101: Learning to teach with cases. Nursing Education Perspectives, 27, Perspectives, 27,  Foran, J. The Case Method and the Interactive Classroom. The NEA Higher Education Journal, Lonser, V. M., Abbott, R., Allen, K., & Davidhizar, R. (2006). Implementation of  Lonser, V. M., Abbott, R., Allen, K., & Davidhizar, R. (2006). Implementation of problem-based learning in a final semester comprehensive nursing course. Health Care Manager, 25,  Teaching with Case Studies. (1994). Stanford University Newsletter on Teaching, 5(2), 1-4.