Case and Problem Based Learning
Case-Based Learning (CBL) or Problem-Based Learning (PBL) is a course design framework that:
- Is a PROCESS-oriented and LEARNING-centered approach to teaching
- Considered a "...move from words to actions," (Epstein, 2004)
- Gained popularity after research identified graduates were unable to apply knowledge and skills effectively in subsequent employment
- Research indicates students in such course designs are:
- More motivated to learn
- What they learn is more usable than the knowledge learned by students carrying out rote activities
- Tend to better learn higher order thinking skills than do students in other learning situations (Blumenfeld, et al., 1991; Cognition and Technology Group at Vanderbilt, 1993; Hmelo, 1995)
- Is most effective when linked to course/program threshold concepts
Design Resources
- Problem-Based Learning Meets Case-Based Reasoning - Georgia Institute of Technology
- An Overview of Case-Based and Problem-Based Learning Methodologies for Dental Education - Journal of Dental Education
- 10 Tips For Effective Problem-Based Learning- InformED
- What is Case-Based Learning? - Queen's University
- What is Problem-Based Learning? - Queen's University
CBL/PBL Framework
- A pertinent/relevant problem or case is identified
- This can be student or instructor created
- Compliments/promotes course goals/threshold concepts
- Must have the possibility for multiple options/solutions/outcomes
- Requires accessing a diverse range of sources and resources
- A brief discussion of the case/problem follows to clarify the student's roles and
responsibilities, both individual and group, are clearly articulated, including:
- Description of final product (rubric or a descriptive rating scale)
- Written, verbal, animation, web-based, etc.
- Sub-headings, other resources, etc.
- Description of final product (rubric or a descriptive rating scale)
- Possible processes for addressing the problem and/or analyzing the case
- What are designated as appropriate sources
- Presentation of the analyses, conclusion(s), perspectives, etc.
- Identify acceptable formats, etc.
- Reflection of analyses, conclusions, etc.
- Includes discussion about the group process and ways to be more effective in subsequent cases/problems
Key Design Principles
- The quality of the case or problem is critical to the success of the learning experience
- It should:
- Be challenging, require significant effort to research and analyze
- Require significant discussions to arrive at a group conclusion
- Draw on and synthesize a broad range of knowkledge, skills, and capabilities
- Have the possibility for multiple options/solutions/outcomes
- It should:
- Use student groups of 3-5 to maximize engagement and learning
- The Instructor is
- A key guide both in and out of class meetings
- The source for the framework and starter resources
- The final debrief/discussion facilitator
- Appropriate amount of time needs to be provided for a successful completion of the
assignment
- In-class time should enable use of library, internet, and other pertinent sources
- Debrief or reflection after the case/problem has been completed is critical to the
success of the learning task
- Discussing the decision-making processes, resource identification and use, challenges of the case/problem, and group dynamics
Course Design Process
- Identify the threshold concepts skills and knowledge for the course
- Determine assessment strategies
- A practice experience should be included first to enable the students to gain a greater
understanding of the process, ask experience-related questions, and work with peers
- Mini-problem or mini-case
- This should lead to a higher quality learning experience in subsequent more intense problem/case studies
- Provide a broad framework of how to address the case or problem
- define/clarify case/problem
- use library to research case/problem or conduct research
- identify and substantiate key stakeholders
- identify and substantiate key issues
- data analysis
- conclusion/solution
- references/sources
- Sequence cases/problems either
- Developmentally (simple to complex) or
- To build on each other (knowledge, skills and concepts learned)
- While both CBL and PBL tend to be discipline specific, PBL can also focus on the process and utilize cases beyond the focal discipline
Examples
- Case-Based Learning- National Center on Universal Design for Learning
- Problem and Cased-Based Learning - NHS Health Education England
- Investigative Case-Based Learning Examples - Carleton College
- Preparing and Using Cases for Teaching - Florida State University
- Three Exemplary Models of Case-Based Teaching - Boston University
Further Resources
- Case-Based Learning (Science) Examples - SUNY Buffalo
- Case Library - Aunt Minnie
- Case and Problem-Based Learning - Montclaire State University
- Case-Based Teaching and Problem-Based Learning - University of Michigan
References
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., and Palincsar A. (1991). Motivation Project-based Learning: Sustaining the doing, supporting the learning. Educational Psychologist, vol. 26(3and4), 369-398.
Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70
Epstein, R. (January 9, 2004). Learning from the problems of problem-based learning. BMC Medical Education, 4(1)
Hmelo, C. (1995). Problem-based learning: Development of knowledge and reasoning strategies. In Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society. Hillsdale NJ: Erlbaum
Irby, D. (December, 1994). Three exemplary models of Case-Based Teaching. Academic Medicine, 69(12), 947-953
Nadershahi, N and Beck, L. (2013). An overview of Case-Based and Problem-Based Learning Methodologies for Dental Education. Journal of Dental Education, 77(10), 1300-1305