1. Getting Started with Cases
Deborah Allen
Steering Committee
The Science Case Network
ASMCUE: Twenty Years of Vision, Change and Leadership
May 16, 2013 
Denver, CO

2. Problem-Based Learning & Case Study Method: What’s the Difference?
The Early Models
Problem-Based Learning
Student-centered
Small group
Problems before concepts
Case Study Method
Instructor-centered
Whole class
Cases as extension,
application of concepts

3. 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?

4. 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 applications
Expanding knowledge base was leading to ‘information overload’
Solutions:
Learn content in context, and learn how to learn

5. Degradative Cycle (Futile Cycle?)
Energy and Raw Materials
Teachers Teach
hot air
Students
Forget
Students
Remember
waste
cellulose
midnight
oil
Students Pass Exam
Source: E. J. Wood, Department of Biochemistry & Molecular Biology,
University of Leeds, Leeds, UK

6. What Is Case-Based Learning?
“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.

7. Experience It Yourself: ELVIS Meltdown
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?
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?

8. 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?

9. Presentation or formulation
What Students Do
Presentation or formulation
of problem
Resolution of problem;
(How did we do?)
Next stage of
the problem
Integrate new
Information;
Refine questions
Organize ideas and
prior knowledge
(What do we know?)
Reconvene, report
on research;
Pose questions (What do
we need to know?)
Research questions;
summarize;
analyze findings
Assign responsibility
for questions; discuss
resources

10. Medical School Model
Dedicated faculty tutor
Groups of 8-10
Very student-centered environment
Group discussion is primary class activity
A good choice for: Motivated, experienced learners? Small seminar classes?

11. Typical Medical School Case: High Degree of Authenticity
Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z What questions should you ask? What tests should you order? Physician interviews patient, receives results of tests Differential diagnosis Preferred therapy

12. 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

13. A Typical Day in an Undergraduate PBL Course

14. PBL Models for Undergraduate Courses
Floating Facilitator Model
Small to medium class, one instructor, up to 75 students
Peer Facilitator Model
Small to large class, one instructor and several peer tutors
Large Class Models

15. Floating Facilitator Model
Instructor moves from group to group
Asks questions
Directs discussions
Checks understanding
Group size: ~4
More structured format: greater degree of instructor input into learning issues and resources

16. Floating Facilitator Model
Class activities besides group discussions:
Groups report out
Whole class discussions
Mini-lectures

17. Instructor roles Establish learning goals Create great cases
Keep teams on track
Present information as needed
Evaluate outcomes
Encourage reflective learning and transfer

18. “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

19. 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 schedule
5-7 TA-led weekly 3-hr. lab sections (12-16)
Four to six groups of 4  1 per section
…...Novice, less-motivated learners…….

20. General Chemistry: Course Format
Problem-based group work 40%
Lecture/whole-class discussion 50%
Demonstrations %
Other (Exam, lab review) 3%

21. How Class Time is Used

22. 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

23. Factors in Choosing a Model
Class size
Intellectual maturity of students
Student motivation
Course learning objectives
Instructor’s preferences
Availability of peer facilitators

24. 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

25. 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.

26. 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 more
opportunities for feedback,
particularly formative

27. Course Transformation: A Balancing Act