Using case studies can be a highly effective teaching tool to engage students and teach higher-level critical thinking and analysis skills (Dunne & Brooks, 2004). Case-Based Learning (CBL) allows students to develop a collaborative approach to learning; fosters integrated learning; and promotes self-assessment, reflection and life-long learning (Williams, 2005). Interest in using cases as real world examples in undergraduate and graduate teaching has been increasing among instructors at our institution. However, instructor definitions of what a “case” is vary, as do methods used when teaching with cases. A project to build capacity and share expertise within and between disciplines for writing and teaching with cases has garnered interest and involvement from over 30 departments across campus. In this session, we will use an adapted “case method” to leverage the knowledge and experience of participants by examining the “case” of our attempt to build capacity for case-based learning. Background about the context at our institution and how we approached building capacity about CBL will be provided to participants to serve as a “case”. The traditional “case method” involves individual consideration of the case, then discussion of the case in small groups, followed by a facilitated discussion with the full group to explore issues and recommendations (Erskine et al., 2011). This will serve to demonstrate the “case method” to participants who are unfamiliar with it, encourage participants to share their own successes and challenges with CBL, and share what we have learned in our project.
Dunne, D. & Brooks, K. (2004). Teaching with cases. Halifax, NS: Society for Teaching and Learning in Higher Education.
Erskine, J., Leenders, M., & Mauffette-Leenders, L. (2011). Teaching with Cases, 3rd Edition. London, ON: Ivey Publishing, Richard Ivey School of Business, Western University.
Williams B. (2005). Case based learning – a review of the literature: is there scope for this educational paradigm in prehospital education? Emergency Medical Journal, 22(8), 577-81.
