1. Strategies to Integrate Case Studies into Health Sciences Courses Otto SanchezFaculty, Health Sciences Holly Jones TaggartFaculty, Health Sciences Rachel HostetlerStudent, B.Sc.N. program Erin BanitUOIT Multimedia Designer

2. Outline Guiding principles to integrate case studies into our courses Guiding principles to integrate case studies into our courses My experiences with PBL @ McMaster University (1990-2003) My experiences with PBL @ McMaster University (1990-2003) Integrating case studies @ UOIT Integrating case studies @ UOIT Future directions Future directions

3. Our questions about case studies Why should we use case studies in “basic” science courses for future health professionals? Why should we use case studies in “basic” science courses for future health professionals? What formats of integration into our courses can we attempt? What formats of integration into our courses can we attempt? How can we use case studies to evaluate student performance? How can we use case studies to evaluate student performance? Can case studies complement or replace large-group lectures? Can case studies complement or replace large-group lectures? Can laptop/wireless technology facilitate or improve the use of case studies as education-enriching tools? Can laptop/wireless technology facilitate or improve the use of case studies as education-enriching tools?

4. DatesTopics Wk1 (Sep12) Altered cellular and tissue biology Wk2 (Sep19) Genetic diseases Wk3 (Sep26) Alterations in immunity and inflammation Wk4 (Oct3) Stress and disease; Biology of pain Wk5-6 (Oct17;Oct24) Cancer biology Wk7-8 (Oct31;Nov7) Neurologic disorders Wk9-10 (Nov14;Nov21) Endocrine disorders Wk 11-12 (Nov28;Dec5) Reproductive disorders Our “traditional” format focuses on content

5. Prime Directive for these courses: Avoid overload!!!

6. Some skills to develop in these courses (I)

7. Critical thinking Critical thinking Critical appraisal Critical appraisal Patho-clinical Patho-clinicalintegration “The mind is not a vessel to be filled, but a fire to be ignited!” Ongoing analysis of contemporary literature, both good and bad How can I use this knowledge in my health profession? Why do I need to know this? Some skills to develop in these courses (II)

8. PBL @ McMaster: The theory Anatomy PBL Physiology Biochemistry Pathophysiology Microbiology Pharmacology

9. PBL @ McMaster: My weekly practice Problem List of questions required to understand & help in this problem Learning objectives Tutorial [study group] Journal club

10. Clinical Applications of Pathophysiology Sessions Case studies @ UOIT

12. CAPS @ UOIT Examples: Immunity/InflammationTwo stories about AIDS PainEndorphins CancerBreast cancer; Tobacco & health Infectious DiseasesSARS Format: StructuredInitial history Additional history Physical assessment Diagnostic tests Follow-up InterruptedOpen questions during session

13. Student performance with case studies ComponentsMarkDue Date Online Quizzes20%Weekly Mid-Term Exam20%October 31 Pathophysiology Research Paper20%November 7 Final Exam40%December 9-16

14. Pathophysiology Research Paper Written component (40%) Page 1. Description of Case Study (5%) Page 2. Pathophysiology question 1 (15%) Page 3. Pathophysiology question 2 (15%) Page 4. Clinical relevance (point form) (5%) Oral component (60%) Did you understand what you wrote? Four questions to each student (one per page)

15. The student perspective… How do students perform in: How do students perform in: Case study-based quizzes? Pathophysiology Research Papers? What do students think about CAPS? What do students think about CAPS?

16. Future Directions: Online Case Studies

17. Future Directions: “Case Integration Triangle” Simulation Environment Virtual Clinical Excursions Online Case Studies Simulation Laboratory Applicable across courses/levels Evaluated as comprehensive examinations at advanced levels Wireless technology

18. Thank you! otto.sanchez@uoit.ca