Case Based Teaching

Facilitating Case Discussion: Being a “reflective” practitioner of Case Method

After each session, it is important for the facilitator to spend time reflecting on the session. Which questions worked for you? How well did they work for you? Did they accomplish the intended purpose in the discussion? If you identified a “teaching buddy,” be sure to follow up with him/her about any specific skills you asked them to observe. It might be helpful to re-read this as part of your systematic reflection on what worked and did not work for you during this session. Consider what you will change the next time you use this or another case.

Gregory S. Blaschke, M.D., M.P.H. and
Janet P. Hafler, Ed.D.

Bibliography:
Armstrong E. A hybrid model of problem-based learning. In: Boud D, Feleui G, editors. The Challenge of Problem Based Learning. London: Kogan Page Publishers; 1991. p. 137-149.

Armstrong E. Curriculum design. In: Adelstein SJ, Carver ST, editors. New Pathways to Medical Education: Learning to Learn Medicine at Harvard Medical School. Cambridge: Harvard University Press; 1994.
Barnes L, Christensen C, Hansen A. Teaching and the Case Method, Third edition. Boston: Harvard Business School Press; 1994.
Barnes L, Christensen C, Hansen A. Instructor’s Guide to Teaching and the Case Method, Third edition. Boston: Harvard Business School Press; 1994.
Napell S. Six common non-facilitating teaching behaviors. Contemporary Education 1976;47(2):199-202.
Rogers C, Farson R. Active Listening. Seminar Program for Instructors in Professional Schools; Cases and Readings. Chicago: University of Chicago, Industrial Relations Center; 1994.
Schmidt H. The rational behind problem-based learning. Journal of Medical Education 1983;17:11-16.

 
 
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