Deborah AllenSteering Committee

The Science Case Networkdeallen@udel.edu

Getting Started with Cases

ASMCUE: Twenty Years of Vision, Change and LeadershipMay 16, 2013 Denver, CO

Problem-Based Learning & Case Study Method: What’s the

Difference?

Problem-Based LearningStudent-centeredSmall groupProblems before concepts

Case Study MethodInstructor-centeredWhole classCases as extension,

application of concepts

The Early Models

The Modern Synthesis It starts with a story….. based on complex, real-

world situations Students work in groups. Students gain new information through self-

directed learning. Instructors act as facilitators and designers of

learning experiences and opportunities. Learning is active, integrated, cumulative, and

connected.

Still a difference? Case as application versus case as means to launch new learning?

Perceived ‘Problems’ with Medical Education

Problem-based learning was devised > 30 years ago to address the following perceptions:Medical students had difficulty transferring basic science knowledge to clinical applicationsExpanding knowledge base was leading to ‘information overload’Solutions:Learn content in context, and learn how to learn

Degradative Cycle (Futile Cycle?)

Energy and Raw Materials

Teachers Teach

StudentsRemember

Students Pass Exam

Students

Forget

hot air

midnight oil

waste cellulose

Source: E. J. Wood, Department of Biochemistry & Molecular Biology, University of Leeds, Leeds, UK

“The principal idea behind PBL [case-based learning] is not new, indeed it is older than formal education itself. It is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”

Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

What Is Case-Based Learning?

Experience It Yourself: ELVIS Meltdown

1. Using light microscopy, you examine the soil samples and the “goo” from the degraded polyurethane. Will this approach allow you to observe all microorganisms present in the samples? Why or why not? What are the limitations of this approach?

2. You use phase contrast microscopy to observe a wet mount of a soil sample (the first picture) and a “goo” sample (the second image below) from the ELVIS. In what ways are the potential ET microbes similar to microbes previously characterized on Earth? In what ways are they different? How could you determine whether the microbes present in the soil or goo samples are phylogenetically similar or distant from known microorganisms on Earth?

More ELVIS Part II—Suspicious Minds

Culture methods and reconciling results Part III—All Shook Up

Choosing the best media Part IV—A Little Less Conversation

Decision-making - What physical and/or chemical treatments should be required prior to liftoff to minimize the opportunity for contamination by Earth microbes?

Presentation or formulation of problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of problem;(How did we do?)

What Students Do

Next stage of the problem

Medical School Model

A good choice for:

Motivated, experienced learners?Small seminar classes?

Dedicated faculty tutorGroups of 8-10Very student-centered environmentGroup discussion is primary class

activity

Typical Medical School Case:

High Degree of Authenticity

Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, ZWhat questions should you ask?What tests should you order?

Physician interviews patient, receives results of testsDifferential diagnosisPreferred therapy

The Instructor As Facilitator

• Questions/probes the thinking and reasoning process

• Guides/directs/intervenes to keep the teams/ on track

• Provides information when appropriate• Promotes the use of appropriate resources• Sets high standards for the group• Involves all students in the process• Supports good interpersonal relationships• Serves as a model for giving and receiving

feedback

A Typical Day in an Undergraduate PBL

Course

PBL Models for Undergraduate Courses

Floating Facilitator ModelSmall to medium class, one

instructor, up to 75 students

Peer Facilitator ModelSmall to large class, one instructor

and several peer tutors

Large Class Models

Floating Facilitator Model

Instructor moves from group to groupAsks questionsDirects discussionsChecks understanding

Group size: ~4

More structured format: greater degree of instructor input into learning issues and resources

Floating Facilitator Model

Class activities besides group discussions:– Groups report out– Whole class discussions– Mini-lectures

Instructor roles

• Establish learning goals• Create great cases• Keep teams on track• Present information as needed• Evaluate outcomes• Encourage reflective learning and

transfer

“Hybrid” Case-Based Learning

Non-exclusive use of case-driven learning in a class

May include separate lecture segments or other active-learning components

Floating or peer facilitator models common

Often used as entry point into using cases

General Chemistry: Course Background

First-year students in life sciences, engineering (non-majors): required course

2-4 lecture sections (20 max) MWF 50-minute lecture schedule5-7 TA-led weekly 3-hr. lab sections (12-

16)Four to six groups of 4 1 per section…...Novice, less-motivated learners…….

General Chemistry: Course Format

Problem-based group work 40%

Lecture/whole-class discussion 50%Demonstrations 7%Other (Exam, lab review) 3%

How Class Time is Used

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

fra

cti

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of

cla

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tim

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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39

Class number

Class Time Allocation

other

lect/disc

PBL

General Chemistry: PBL Sequence

• Problems introduce concepts prior to any discussion in class.

• Guiding questions are used to focus learning.

• Groups work in class (texts); meet to finish outside before next class meeting.

• Group report out via overheads.• Summary sheets prepared from/based on

reports• Problem followed by fuller discussion of

related issues, connections to earlier work

Factors in Choosing a Model

• Class size• Intellectual maturity of students• Student motivation• Course learning objectives• Instructor’s preferences• Availability of peer facilitators

Effective PBL Cases…• relate to real world, motivate students• require decision-making or judgments• are designed for group-solving• pose questions that encourage

discussion• incorporate course content objectives,

higher order thinking, other skills

But I have to cover content…

• Good cases meet content and process learning objectives.

• Good cases require learning and applying content.

• Cases provide a meaningful context, making concepts more memorable.

• Deep understanding is preferable to wide exposure.

Assessment of Learning• Written exams,

quizzes• Oral exams• Term papers• Reflective journals• Projects• Oral reports• Lab reports• Essays• Group work• Observation• Peer or self-

assessments

• One-minute papers• Concept maps• Dialogues• Portfolio analyses• Letters• Reflective journals

In general, a shift towards moreopportunities for feedback, particularly formative

Course Transformation: A Balancing Act