Faculty Development Resources
Teaching Skills
Problem Based Learning
Writing Case Studies
Writing Instructional Problem-based Case Studies
In order for problem-based case studies to be efficient and effective teaching materials, the following should be considered:
- Cases should be presented in order of complexity
- Any new case must violate expectations from prior cases
- Cases should relate to actions
- Cases should have the potential to change behavior
- Cases should be presented in a variety of verbal and nonverbal representations to accommodate different learning styles and increase retention.
from: Eshach, Haim, Ph.D and Bitterman, Haim, MD (2003). From case-based reasoning to problem-based learning. Academic Medicine 78(5).
Writing short cases
SCHUWIRTH, BLACKMORE,WILDENBERG, STOFFERS, VAN DER VLEUTEN How to write short cases for assessing problem-solving skills. Medical Teacher, Vol. 21, No. 2, 1999
Impact on student grades and satisfaction
Sally W. Nalesnik, MD, Jason O. Heaton, MD, Cara H. Olsen, MS, MPH., William H. J. Haffner, MD, Christopher M. Zahn, MD, (2004). Incorporating problem-based learning into an obstetrics/gynecology clerkship: Impact on student satisfaction and grades. American Journal of Obstetrics and Gynecology (2004) 190, 1375e81
Abstract:
Results: For the year that was assessed, 54 of 156 students used the problem-based learning method. Mean student satisfaction responses were significantly higher for students who used the problem-based learning method. Faculty satisfaction was also significantly higher for the problem-based learning method, compared with other teaching methods. Mean scores on the National Board of Medical Examiners subject examination were higher for problem-based learning but did not reach statistical significance. Grade distribution was not significantly different for the groups.
Conclusion: The problem-based learning method was associated with improved student and faculty satisfaction and did not affect student grades negatively.
