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A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines
Author(s) -
Kim Sara,
Phillips William R,
Pinsky Linda,
Brock Doug,
Phillips Kathryn,
Keary Jane
Publication year - 2006
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2006.02544.x
Subject(s) - facilitator , context (archaeology) , narrative , conceptual framework , computer science , teaching method , psychology , knowledge management , mathematics education , sociology , social psychology , linguistics , philosophy , social science , paleontology , biology
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.