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![Page 1: Deborah Allen Steering Committee The Science Case Network deallen@udel.edu Getting Started with Cases ASMCUE: Twenty Years of Vision, Change and Leadership.](https://reader034.fdocuments.in/reader034/viewer/2022051315/56649e025503460f94aec4c2/html5/thumbnails/1.jpg)
Deborah AllenSteering Committee
The Science Case [email protected]
Getting Started with Cases
ASMCUE: Twenty Years of Vision, Change and LeadershipMay 16, 2013 Denver, CO
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Problem-Based Learning & Case Study Method: What’s the
Difference?
Problem-Based LearningStudent-centeredSmall groupProblems before concepts
Case Study MethodInstructor-centeredWhole classCases as extension,
application of concepts
The Early Models
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The Modern Synthesis It starts with a story….. based on complex, real-
world situations Students work in groups. Students gain new information through self-
directed learning. Instructors act as facilitators and designers of
learning experiences and opportunities. Learning is active, integrated, cumulative, and
connected.
Still a difference? Case as application versus case as means to launch new learning?
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Perceived ‘Problems’ with Medical Education
Problem-based learning was devised > 30 years ago to address the following perceptions:Medical students had difficulty transferring basic science knowledge to clinical applicationsExpanding knowledge base was leading to ‘information overload’Solutions:Learn content in context, and learn how to learn
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Degradative Cycle (Futile Cycle?)
Energy and Raw Materials
Teachers Teach
StudentsRemember
Students Pass Exam
Students
Forget
hot air
midnight oil
waste cellulose
Source: E. J. Wood, Department of Biochemistry & Molecular Biology, University of Leeds, Leeds, UK
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“The principal idea behind PBL [case-based learning] is not new, indeed it is older than formal education itself. It is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”
Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.
What Is Case-Based Learning?
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Experience It Yourself: ELVIS Meltdown
1. Using light microscopy, you examine the soil samples and the “goo” from the degraded polyurethane. Will this approach allow you to observe all microorganisms present in the samples? Why or why not? What are the limitations of this approach?
2. You use phase contrast microscopy to observe a wet mount of a soil sample (the first picture) and a “goo” sample (the second image below) from the ELVIS. In what ways are the potential ET microbes similar to microbes previously characterized on Earth? In what ways are they different? How could you determine whether the microbes present in the soil or goo samples are phylogenetically similar or distant from known microorganisms on Earth?
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More ELVIS Part II—Suspicious Minds
Culture methods and reconciling results Part III—All Shook Up
Choosing the best media Part IV—A Little Less Conversation
Decision-making - What physical and/or chemical treatments should be required prior to liftoff to minimize the opportunity for contamination by Earth microbes?
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Presentation or formulation of problem
Organize ideas and prior knowledge(What do we know?)
Pose questions (What dowe need to know?)
Assign responsibility for questions; discuss resources
Research questions; summarize; analyze findings
Reconvene, report on research;
Integrate new Information;Refine questions
Resolution of problem;(How did we do?)
What Students Do
Next stage of the problem
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Medical School Model
A good choice for:
Motivated, experienced learners?Small seminar classes?
Dedicated faculty tutorGroups of 8-10Very student-centered environmentGroup discussion is primary class
activity
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Typical Medical School Case:
High Degree of Authenticity
Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, ZWhat questions should you ask?What tests should you order?
Physician interviews patient, receives results of testsDifferential diagnosisPreferred therapy
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The Instructor As Facilitator
• Questions/probes the thinking and reasoning process
• Guides/directs/intervenes to keep the teams/ on track
• Provides information when appropriate• Promotes the use of appropriate resources• Sets high standards for the group• Involves all students in the process• Supports good interpersonal relationships• Serves as a model for giving and receiving
feedback
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A Typical Day in an Undergraduate PBL
Course
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PBL Models for Undergraduate Courses
Floating Facilitator ModelSmall to medium class, one
instructor, up to 75 students
Peer Facilitator ModelSmall to large class, one instructor
and several peer tutors
Large Class Models
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Floating Facilitator Model
Instructor moves from group to groupAsks questionsDirects discussionsChecks understanding
Group size: ~4
More structured format: greater degree of instructor input into learning issues and resources
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Floating Facilitator Model
Class activities besides group discussions:– Groups report out– Whole class discussions– Mini-lectures
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Instructor roles
• Establish learning goals• Create great cases• Keep teams on track• Present information as needed• Evaluate outcomes• Encourage reflective learning and
transfer
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“Hybrid” Case-Based Learning
Non-exclusive use of case-driven learning in a class
May include separate lecture segments or other active-learning components
Floating or peer facilitator models common
Often used as entry point into using cases
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General Chemistry: Course Background
First-year students in life sciences, engineering (non-majors): required course
2-4 lecture sections (20 max) MWF 50-minute lecture schedule5-7 TA-led weekly 3-hr. lab sections (12-
16)Four to six groups of 4 1 per section…...Novice, less-motivated learners…….
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General Chemistry: Course Format
Problem-based group work 40%
Lecture/whole-class discussion 50%Demonstrations 7%Other (Exam, lab review) 3%
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How Class Time is Used
0
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Class number
Class Time Allocation
other
lect/disc
PBL
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General Chemistry: PBL Sequence
• Problems introduce concepts prior to any discussion in class.
• Guiding questions are used to focus learning.
• Groups work in class (texts); meet to finish outside before next class meeting.
• Group report out via overheads.• Summary sheets prepared from/based on
reports• Problem followed by fuller discussion of
related issues, connections to earlier work
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Factors in Choosing a Model
• Class size• Intellectual maturity of students• Student motivation• Course learning objectives• Instructor’s preferences• Availability of peer facilitators
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Effective PBL Cases…• relate to real world, motivate students• require decision-making or judgments• are designed for group-solving• pose questions that encourage
discussion• incorporate course content objectives,
higher order thinking, other skills
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But I have to cover content…
• Good cases meet content and process learning objectives.
• Good cases require learning and applying content.
• Cases provide a meaningful context, making concepts more memorable.
• Deep understanding is preferable to wide exposure.
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Assessment of Learning• Written exams,
quizzes• Oral exams• Term papers• Reflective journals• Projects• Oral reports• Lab reports• Essays• Group work• Observation• Peer or self-
assessments
• One-minute papers• Concept maps• Dialogues• Portfolio analyses• Letters• Reflective journals
In general, a shift towards moreopportunities for feedback, particularly formative
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Course Transformation: A Balancing Act