Case-based Learning is a means of teaching that prompts students to analyse and discuss a complex situation from a real-world context. It is considered a sub-category of Problem-based Learning and has been found to improve higher order critical thinking and independent learning. I have taught using this system in a clinical Masters program for 10 years and have reflected and adapted the pedagogy to include online and blended delivery in response to student feedback and levels of success. Preparing students to graduate as independent osteopathic healthcare practitioners requires a pedagogy that matches the complexity that they will encounter in clinical practice. The biopsychosocial/holistic model that underpins the curriculum means that patient management is tailored and unique to the individual, so problem solving occurs throughout a consultation as well as on reflection when the patient has left. Using authentic cases that simulate the real world, students record their reasoning in a sequential manner, submit a tutorial paper, and then attend a facilitated tutorial to explore and discuss every element of the case. The issues that have required adjustment over the period of development include setting an appropriate class size; reducing assessment workload demands; accumulating a library of cases, and receiving regular blackboard technical support. In the session I will present my experience of problem solving and improvement.
Harman et al (2015). Case-based learning facilitates critical thinking in undergraduate nutrition education: students describe the big picture. Journal of the Academy of Nutrition and Dietetics, 115(3), 378 88. doi: 10.1016/j.jand.2014.09.003
Nkhoma, M., Lam, T., Sriratanaviriyakul, N., Richardson, J., Kam, B., & Lau, K. (2017). Unpacking the revised Bloom s taxonomy: developing case-based learning activities. Education + Training, 59(3), 250 264. https://doi.org/10.1108/ET-03-2016-0061