A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines
Sara Kim,
William R Phillips,
Linda Pinsky,
Doug Brock,
Kathryn Phillips,
Jane Keary,
Sara Kim
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorWilliam R Phillips
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorLinda Pinsky
Department of Internal Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorDoug Brock
Department of Medical Education and Biomedical Informatics, University of Washington, Seattle, Washington, USA
Search for more papers by this authorKathryn Phillips
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorJane Keary
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorSara Kim,
William R Phillips,
Linda Pinsky,
Doug Brock,
Kathryn Phillips,
Jane Keary,
Sara Kim
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorWilliam R Phillips
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorLinda Pinsky
Department of Internal Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorDoug Brock
Department of Medical Education and Biomedical Informatics, University of Washington, Seattle, Washington, USA
Search for more papers by this authorKathryn Phillips
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorJane Keary
Department of Family Medicine, University of Washington, Seattle, Washington, USA
Search for more papers by this authorSara Kim PhD, Associate Professor, 1959 NE Pacific, E304, Box 356390, Department of Family Medicine, School of Medicine, University of Washington, Seattle, Washington 98195, USA.Tel: 00 1 206 543 9425; E-mail: [email protected]
Abstract
Context Case-based teaching is regarded as a superior instructional method compared with lectures in promoting a learner's critical thinking skills. While much is known about the role a discussion facilitator plays in case-based teaching, the debate on the influence of the format and structure of cases on learning is controversial.
Objectives We sought to identify strategies for constructing cases based on studies from multiple disciplines, which report the development and use of cases in teaching and learning. The purpose was to offer the medical and other educational communities a conceptual framework that can be examined in future research.
Results Based on a review of 100 studies, we synthesised 17 strategies around 5 core attributes of cases: relevant (level of learner, goals and objectives, setting of case narrative); realistic (authenticity, distractors, gradual disclosure of content); engaging (rich content, multiple perspectives, branching of content); challenging (difficulty, unusual cases, case structure, multiple cases), and instructional (build upon prior knowledge, assessment, feedback, and teaching aids).
Discussion Despite the wide use of cases in disparate disciplines, there has been no overarching study that synthesises strategies of case development or tests these strategies in research settings. The framework we developed can serve as a menu of case development options that educators and researchers can pilot and evaluate in their local settings.
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