how to develop a case study for teaching

Center for Teaching

Case studies.

Print Version

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

What do you want students to learn from the discussion of the case?
What do they already know that applies to the case?
What are the issues that may be raised in discussion?
How will the case and discussion be introduced?
What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
What directions do you need to provide students regarding what they are supposed to do and accomplish?
Do you need to divide students into groups or will they discuss as the whole class?
Are you going to use role-playing or facilitators or record keepers? If so, how?
What are the opening questions?
How much time is needed for students to discuss the case?
What concepts are to be applied/extracted during the discussion?
How will you evaluate students?

To find other cases that already exist, try the following websites:

The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

World Association for Case Method Research and Application

Book Review : Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

Teaching Guides

Online Course Development Resources
Principles & Frameworks
Pedagogies & Strategies
Reflecting & Assessing
Challenges & Opportunities
Populations & Contexts

Quick Links

Services for Departments and Schools
Examples of Online Instructional Modules

Our Mission

Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

Students working on projects in a classroom

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

How can we limit food waste in the cafeteria?
How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
How can we improve school attendance?
How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom:

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

Case-Based Learning

This guide explores what case studies are, the value of using case studies as teaching tools, and how to implement them in your teaching.

What are case studies?

How to use cases for teaching and learning

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

What do you want students to learn from the discussion of the case?
What do they already know that applies to the case?
What are the issues that may be raised in discussion?
How will the case and discussion be introduced?
What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
What directions do you need to provide students regarding what they are supposed to do and accomplish?
Do you need to divide students into groups or will they discuss as the whole class?
Are you going to use role-playing or facilitators or record keepers? If so, how?
What are the opening questions?
How much time is needed for students to discuss the case?
What concepts are to be applied/extracted during the discussion?
How will you evaluate students?

To find other cases that already exist, try the following websites (if you know of other examples, please let us know and we will add them to this resource) :

The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
A Journal of Teaching Cases in Public Administration and Public Policy, University of Washington
The American Anthropological Association’s Handbook on Ethical Issues in Anthropology , Chapter 3: Cases & Solutions provides cases in a format that asks the reader to solve each dilemma and includes the solutions used by the actual anthropologists. Comments by anthropologists who disagreed with the “solution” are also provided.

Additional information

Teaching with Cases , Harvard Kennedy School
World Association for Case Method Research and Application
Case-Based Teaching & Problem-Based Learning , UMich
What is Case-Based Learning , Queens University

You may also be interested in:

Project-based learning, game-based learning & gamification, udl learning community 2023, student engagement part 2: ensuring deep learning, experiential learning, safety, curiosity, and the joy of learning, embodied learning: teaching and learning with reacting to the past, universal design for learning: an introduction.

Columbia University in the City of New York
Office of Teaching, Learning, and Innovation
University Policies
Columbia Online
Academic Calendar
Resources and Technology
Resources and Guides

Case Method Teaching and Learning

What is the case method? How can the case method be used to engage learners? What are some strategies for getting started? This guide helps instructors answer these questions by providing an overview of the case method while highlighting learner-centered and digitally-enhanced approaches to teaching with the case method. The guide also offers tips to instructors as they get started with the case method and additional references and resources.

Why use the Case Method?

Case method teaching approaches, how do i get started.

Additional Resources

The CTL is here to help!

For support with implementing a case method approach in your course, email [email protected] to schedule your 1-1 consultation .

Cite this resource: Columbia Center for Teaching and Learning (2019). Case Method Teaching and Learning. Columbia University. Retrieved from [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/case-method/

Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3 . Cases are real or invented stories 4 that include “an educational message” or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.

Case-based teaching simulates real world situations and asks students to actively grapple with complex problems 5 6 This method of instruction is used across disciplines to promote learning, and is common in law, business, medicine, among other fields. See Table 1 below for a few types of cases and the learning they promote.

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

Case Method Teaching and Learning at Columbia

The case method is actively used in classrooms across Columbia, at the Morningside campus in the School of International and Public Affairs (SIPA), the School of Business, Arts and Sciences, among others, and at Columbia University Irving Medical campus.

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Professor De Pinho on Using the Case Method in the Mailman Core

Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives 8 9 . Faculty have noted the instructional benefits of cases including greater student engagement in their learning 10 , deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives 11 .

Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”

The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 12 , as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case.

Though the case method has historical roots as an instructor-centered approach that uses the Socratic dialogue and cold-calling, it is possible to take a more learner-centered approach in which students take on roles and tasks traditionally left to the instructor.

Cases are often used as “vehicles for classroom discussion” 13 . Students should be encouraged to take ownership of their learning from a case. Discussion-based approaches engage students in thinking and communicating about a case. Instructors can set up a case activity in which students are the ones doing the work of “asking questions, summarizing content, generating hypotheses, proposing theories, or offering critical analyses” 14 .

The role of the instructor is to share a case or ask students to share or create a case to use in class, set expectations, provide instructions, and assign students roles in the discussion. Student roles in a case discussion can include:

discussion “starters” get the conversation started with a question or posing the questions that their peers came up with;
facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed;
recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and
discussion “wrappers” lead a summary of the main points of the discussion.

Prior to the case discussion, instructors can model case analysis and the types of questions students should ask, co-create discussion guidelines with students, and ask for students to submit discussion questions. During the discussion, the instructor can keep time, intervene as necessary (however the students should be doing the talking), and pause the discussion for a debrief and to ask students to reflect on what and how they learned from the case activity.

Note: case discussions can be enhanced using technology. Live discussions can occur via video-conferencing (e.g., using Zoom ) or asynchronous discussions can occur using the Discussions tool in CourseWorks (Canvas) .

Table 2 includes a few interactive case method approaches. Regardless of the approach selected, it is important to create a learning environment in which students feel comfortable participating in a case activity and learning from one another. See below for tips on supporting student in how to learn from a case in the “getting started” section and how to create a supportive learning environment in the Guide for Inclusive Teaching at Columbia .

Table 2. Strategies for Engaging Students in Case-Based Learning

Approaches to case teaching should be informed by course learning objectives, and can be adapted for small, large, hybrid, and online classes. Instructional technology can be used in various ways to deliver, facilitate, and assess the case method. For instance, an online module can be created in CourseWorks (Canvas) to structure the delivery of the case, allow students to work at their own pace, engage all learners, even those reluctant to speak up in class, and assess understanding of a case and student learning. Modules can include text, embedded media (e.g., using Panopto or Mediathread ) curated by the instructor, online discussion, and assessments. Students can be asked to read a case and/or watch a short video, respond to quiz questions and receive immediate feedback, post questions to a discussion, and share resources.

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

To ensure that students are learning from the case approach, ask them to pause and reflect on what and how they learned from the case. Time to reflect builds your students’ metacognition, and when these reflections are collected they provides you with insights about the effectiveness of your approach in promoting student learning.

Well designed case-based learning experiences: 1) motivate student involvement, 2) have students doing the work, 3) help students develop knowledge and skills, and 4) have students learning from each other.

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design.

Identify learning objectives, determine scope, and anticipate challenges.

Why use the case method in your course? How will it promote student learning differently than other approaches?
What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice?
What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case).
What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design?
If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit.

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching.

What assessments and criteria will you use to evaluate student work or participation in case discussion?
How will you evaluate the effectiveness of the case method? What feedback will you collect from students?
How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class?

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

Where will the case method fit into the course learning sequence?
Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students?
What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks).

Plan for the case discussion and an active role for students

What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009).
What discussion guidelines will you use that include your students’ input?
How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case?
If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas?
Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology?

Student preparation and expectations

How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).

Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press.

Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass.

Garvin, D.A. (2003). Making the Case: Professional Education for the world of practice. Harvard Magazine. September-October 2003, Volume 106, Number 1, 56-107.

Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29.

Golich, V.L.; Boyer, M; Franko, P.; and Lamy, S. (2000). The ABCs of Case Teaching. Pew Case Studies in International Affairs. Institute for the Study of Diplomacy.

Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK.

Herreid, C.F. (2011). Case Study Teaching. New Directions for Teaching and Learning. No. 128, Winder 2011, 31 – 40.

Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries.

Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar

Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153.

Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative.

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002

Schiano, B. and Andersen, E. (2017). Teaching with Cases Online . Harvard Business Publishing.

Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44.

Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1).

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass.

Additional resources

Teaching with Cases , Harvard Kennedy School of Government.

Features “what is a teaching case?” video that defines a teaching case, and provides documents to help students prepare for case learning, Common case teaching challenges and solutions, tips for teaching with cases.

Promoting excellence and innovation in case method teaching: Teaching by the Case Method , Christensen Center for Teaching & Learning. Harvard Business School.

National Center for Case Study Teaching in Science . University of Buffalo.

A collection of peer-reviewed STEM cases to teach scientific concepts and content, promote process skills and critical thinking. The Center welcomes case submissions. Case classification scheme of case types and teaching methods:

Different types of cases: analysis case, dilemma/decision case, directed case, interrupted case, clicker case, a flipped case, a laboratory case.
Different types of teaching methods: problem-based learning, discussion, debate, intimate debate, public hearing, trial, jigsaw, role-play.

Columbia Resources

Resources available to support your use of case method: The University hosts a number of case collections including: the Case Consortium (a collection of free cases in the fields of journalism, public policy, public health, and other disciplines that include teaching and learning resources; SIPA’s Picker Case Collection (audiovisual case studies on public sector innovation, filmed around the world and involving SIPA student teams in producing the cases); and Columbia Business School CaseWorks , which develops teaching cases and materials for use in Columbia Business School classrooms.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) offers a variety of programs and services for instructors at Columbia. The CTL can provide customized support as you plan to use the case method approach through implementation. Schedule a one-on-one consultation.

Office of the Provost

The Hybrid Learning Course Redesign grant program from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.

The Start Small! Mini-Grant provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool. Faculty awardees receive funds and CTL support for a one-semester period.

Explore our teaching resources.

Blended Learning
Contemplative Pedagogy
Inclusive Teaching Guide
FAQ for Teaching Assistants
Metacognition

CTL resources and technology for you.

Overview of all CTL Resources and Technology
The origins of this method can be traced to Harvard University where in 1870 the Law School began using cases to teach students how to think like lawyers using real court decisions. This was followed by the Business School in 1920 (Garvin, 2003). These professional schools recognized that lecture mode of instruction was insufficient to teach critical professional skills, and that active learning would better prepare learners for their professional lives. ↩
Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. ↩
Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. ↩
Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. ↩
Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. ↩
Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. ↩
Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. ↩
Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846 ↩
Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. ↩
Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. ↩
Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). ↩
Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002 ↩
Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass. ↩
Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar ↩

This website uses cookies to identify users, improve the user experience and requires cookies to work. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .

Utility Menu

harvardchan_logo.png

Harvard T.H. Chan School of Public Health Case-Based Teaching & Learning Initiative

Teaching cases & active learning resources for public health education, writing a "teaching" case study: 10 easy steps, using our case library, access to cases.

Many of our cases are available for sale through Harvard Business Publishing in the Harvard T.H. Chan case collection . Others are free to download through this website .

Cases in this collection may be used free of charge by Harvard Chan course instructors in their teaching. Contact Allison Bodznick , Harvard Chan Case Library administrator, for access.

Access to teaching notes

Teaching notes are available as supporting material to many of the cases in the Harvard Chan Case Library. Teaching notes provide an overview of the case and suggested discussion questions, as well as a roadmap for using the case in the classroom.

Access to teaching notes is limited to course instructors only.

Teaching notes for cases available through Harvard Business Publishing may be downloaded after registering for an Educator account .
To request teaching notes for cases that are available for free through this website, look for the "Teaching note available for faculty/instructors " link accompanying the abstract for the case you are interested in; you'll be asked to complete a brief survey verifying your affiliation as an instructor.

Using the Harvard Business Publishing site

Faculty and instructors with university affiliations can register for Educator access on the Harvard Business Publishing website, where many of our cases are available . An Educator account provides access to teaching notes, full-text review copies of cases, articles, simulations, course planning tools, and discounted pricing for your students.

Filter cases

Case format.

Case (116) Apply Case filter
Case book (5) Apply Case book filter
Case collection (2) Apply Case collection filter
Industry or background note (1) Apply Industry or background note filter
Simulation or role play (4) Apply Simulation or role play filter
Teaching example (1) Apply Teaching example filter
Teaching pack (2) Apply Teaching pack filter

Case availability & pricing

Available for purchase from Harvard Business Publishing (73) Apply Available for purchase from Harvard Business Publishing filter
Download free of charge (50) Apply Download free of charge filter
Request from author (4) Apply Request from author filter

Case discipline/subject

Child & adolescent health (15) Apply Child & adolescent health filter
Maternal & child health (1) Apply Maternal & child health filter
Human rights & health (11) Apply Human rights & health filter
Women, gender, & health (11) Apply Women, gender, & health filter
Social & behavioral sciences (41) Apply Social & behavioral sciences filter
Social innovation & entrepreneurship (11) Apply Social innovation & entrepreneurship filter
Finance & accounting (10) Apply Finance & accounting filter
Environmental health (12) Apply Environmental health filter
Epidemiology (6) Apply Epidemiology filter
Ethics (5) Apply Ethics filter
Global health (28) Apply Global health filter
Health policy (35) Apply Health policy filter
Healthcare management (55) Apply Healthcare management filter
Life sciences (5) Apply Life sciences filter
Marketing (15) Apply Marketing filter
Multidisciplinary (16) Apply Multidisciplinary filter
Nutrition (6) Apply Nutrition filter
Population health (8) Apply Population health filter
Quality improvement (4) Apply Quality improvement filter
Quantative methods (3) Apply Quantative methods filter
Social medicine (7) Apply Social medicine filter
Technology (6) Apply Technology filter

Geographic focus

Cambodia (1) Apply Cambodia filter
Australia (1) Apply Australia filter
Bangladesh (2) Apply Bangladesh filter
China (1) Apply China filter
Egypt (1) Apply Egypt filter
El Salvador (1) Apply El Salvador filter
Guatemala (2) Apply Guatemala filter
Haiti (2) Apply Haiti filter
Honduras (1) Apply Honduras filter
India (3) Apply India filter
International/multiple countries (11) Apply International/multiple countries filter
Israel (3) Apply Israel filter
Japan (2) Apply Japan filter
Kenya (2) Apply Kenya filter
Liberia (1) Apply Liberia filter
Mexico (4) Apply Mexico filter
Nigeria (1) Apply Nigeria filter
Pakistan (1) Apply Pakistan filter
Philippines (1) Apply Philippines filter
Rhode Island (1) Apply Rhode Island filter
South Africa (2) Apply South Africa filter
Turkey (1) Apply Turkey filter
Uganda (2) Apply Uganda filter
United Kingdom (2) Apply United Kingdom filter
United States (63) Apply United States filter
California (6) Apply California filter
Colorado (2) Apply Colorado filter
Connecticut (1) Apply Connecticut filter
Louisiana (1) Apply Louisiana filter
Maine (1) Apply Maine filter
Massachusetts (14) Apply Massachusetts filter
Michigan (1) Apply Michigan filter
Minnesota (1) Apply Minnesota filter
New Jersey (1) Apply New Jersey filter
New York (3) Apply New York filter
Washington DC (1) Apply Washington DC filter
Washington state (2) Apply Washington state filter
Zambia (1) Apply Zambia filter

Case keywords

Financial analysis & accounting practices (1) Apply Financial analysis & accounting practices filter
Law & policy (2) Apply Law & policy filter
Sexual & reproductive health & rights (2) Apply Sexual & reproductive health & rights filter
Cigarettes & e-cigarettes (1) Apply Cigarettes & e-cigarettes filter
Occupational health & safety (2) Apply Occupational health & safety filter
Bullying & cyber-bullying (1) Apply Bullying & cyber-bullying filter
Sports & athletics (1) Apply Sports & athletics filter
Women's health (1) Apply Women's health filter
Anchor mission (1) Apply Anchor mission filter
Board of directors (1) Apply Board of directors filter
Body mass index (1) Apply Body mass index filter
Carbon pollution (1) Apply Carbon pollution filter
Child protection (2) Apply Child protection filter
Collective impact (1) Apply Collective impact filter
Colorism (1) Apply Colorism filter
Community health (3) Apply Community health filter
Community organizing (2) Apply Community organizing filter
Corporate social responsibility (2) Apply Corporate social responsibility filter
Crisis communications (2) Apply Crisis communications filter
DDT (1) Apply DDT filter
Dietary supplements (1) Apply Dietary supplements filter
Education (3) Apply Education filter
Higher education (1) Apply Higher education filter
Electronic medical records (1) Apply Electronic medical records filter
Air pollution (1) Apply Air pollution filter
Lead poisoning (1) Apply Lead poisoning filter
Gender-based violence (3) Apply Gender-based violence filter
Genetic testing (1) Apply Genetic testing filter
Geriatrics (1) Apply Geriatrics filter
Global health (3) Apply Global health filter
Health (in)equity (6) Apply Health (in)equity filter
Health care delivery (3) Apply Health care delivery filter
Health reform (1) Apply Health reform filter
Homelessness (3) Apply Homelessness filter
Housing (1) Apply Housing filter
Insecticide (1) Apply Insecticide filter
Legislation (2) Apply Legislation filter
Management issues (4) Apply Management issues filter
Cost accounting (1) Apply Cost accounting filter
Differential analysis (1) Apply Differential analysis filter
Queuing analysis (1) Apply Queuing analysis filter
Marketing (5) Apply Marketing filter
Mergers (3) Apply Mergers filter
Strategic planning (6) Apply Strategic planning filter
Marijuana (1) Apply Marijuana filter
Maternal and child health (2) Apply Maternal and child health filter
Medical Spending (1) Apply Medical Spending filter
Mental health (1) Apply Mental health filter
Mercury (1) Apply Mercury filter
Monitoring and Evaluation (1) Apply Monitoring and Evaluation filter
Non-profit hospital (1) Apply Non-profit hospital filter
Pharmaceuticals (5) Apply Pharmaceuticals filter
Power plants (2) Apply Power plants filter
Prevention (1) Apply Prevention filter
Public safety (4) Apply Public safety filter
Racism (1) Apply Racism filter
Radiation (1) Apply Radiation filter
Research practices (1) Apply Research practices filter
Rural hospital (2) Apply Rural hospital filter
Salmonella (1) Apply Salmonella filter
Sanitation (1) Apply Sanitation filter
Seafood (1) Apply Seafood filter
Skin tanning (1) Apply Skin tanning filter
Social business (1) Apply Social business filter
Social determinants of health (9) Apply Social determinants of health filter
Social Impact Bonds (1) Apply Social Impact Bonds filter
Social media (2) Apply Social media filter
State governance (2) Apply State governance filter
Statistics (1) Apply Statistics filter
Surveillance (3) Apply Surveillance filter
United Nations (1) Apply United Nations filter
Vaccination (4) Apply Vaccination filter
Water (3) Apply Water filter
Wellness (1) Apply Wellness filter
Workplace/employee health (4) Apply Workplace/employee health filter
World Health Organization (3) Apply World Health Organization filter

Supplemental teaching material

Additional teaching materials available (12) Apply Additional teaching materials available filter
Simulation (2) Apply Simulation filter
Multi-part case (18) Apply Multi-part case filter
Teaching note available (70) Apply Teaching note available filter

Author affiliation

Global Health Education and Learning Incubator at Harvard University (12) Apply Global Health Education and Learning Incubator at Harvard University filter
Harvard Business School (22) Apply Harvard Business School filter
Harvard Kennedy School of Government (1) Apply Harvard Kennedy School of Government filter
Harvard Malaria Initiative (1) Apply Harvard Malaria Initiative filter
Harvard T.H. Chan School of Public Health (98) Apply Harvard T.H. Chan School of Public Health filter
Social Medicine Consortium (8) Apply Social Medicine Consortium filter
Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED) (11) Apply Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED) filter
Women, Gender, and Health interdisciplinary concentration (1) Apply Women, Gender, and Health interdisciplinary concentration filter

Health condition

Alcohol & drug use (1) Apply Alcohol & drug use filter
Opioids (1) Apply Opioids filter
Asthma (1) Apply Asthma filter
Breast implants (1) Apply Breast implants filter
Cancer (3) Apply Cancer filter
Breast cancer (2) Apply Breast cancer filter
Cervical cancer (1) Apply Cervical cancer filter
Cardiovascular disease (1) Apply Cardiovascular disease filter
Cholera (1) Apply Cholera filter
COVID-19 (3) Apply COVID-19 filter
Disordered eating (2) Apply Disordered eating filter
Ebola (2) Apply Ebola filter
Food poisoning (1) Apply Food poisoning filter
HPV (1) Apply HPV filter
Influenza (2) Apply Influenza filter
Injury (2) Apply Injury filter
Road traffic injury (1) Apply Road traffic injury filter
Sharps injury (1) Apply Sharps injury filter
Malaria (2) Apply Malaria filter
Malnutrition (1) Apply Malnutrition filter
Meningitis (1) Apply Meningitis filter
Obesity (3) Apply Obesity filter
Psychological trauma (1) Apply Psychological trauma filter
Skin bleaching (1) Apply Skin bleaching filter

Filter resources

Resource format.

Article (15) Apply Article filter
Video (8) Apply Video filter
Blog or post (7) Apply Blog or post filter
Slide deck or presentation (5) Apply Slide deck or presentation filter
Book (2) Apply Book filter
Digital resource (2) Apply Digital resource filter
Peer-reviewed research (2) Apply Peer-reviewed research filter
Publication (2) Apply Publication filter
Conference proceedings (1) Apply Conference proceedings filter
Internal Harvard resource (1) Apply Internal Harvard resource filter

Resource topic

Teaching, learning, & pedagogy (33) Apply Teaching, learning, & pedagogy filter
Teaching & learning with the case method (14) Apply Teaching & learning with the case method filter
Active learning (12) Apply Active learning filter
Leading discussion (10) Apply Leading discussion filter
Case writing (9) Apply Case writing filter
Writing a case (8) Apply Writing a case filter
Asking effective questions (5) Apply Asking effective questions filter
Engaging students (5) Apply Engaging students filter
Managing the classroom (4) Apply Managing the classroom filter
Writing a teaching note (4) Apply Writing a teaching note filter
Teaching inclusively (3) Apply Teaching inclusively filter
Active listening (1) Apply Active listening filter
Assessing learning (1) Apply Assessing learning filter
Planning a course (1) Apply Planning a course filter
Problem-based learning (1) Apply Problem-based learning filter
Abare, Marce (1)
Abdallah, Mouin (1)
Abell, Derek (1)
Abo Kweder, Amir (1)
Al Kasir, Ahmad (1)
Alidina, Shehnaz (3)
Ammerman, Colleen (1)
Andersen, Espen (1)
Anyona, Mamka (1)
Arnold, Brittany (1)

Instructors
Institutions
Teaching Strategies
Higher Ed Trends
Academic Leadership
Affordability
Product Updates

Case Studies: Bringing Learning to Life and Making Knowledge Stick

Group of college students working with case studies

Learning by doing is a highly effective and proven strategy for knowledge retention. But sometimes, learning about others who have “done”—using case studies, for example—can be an excellent addition to or replacement for hands-on learning. Case studies―a vital tool in the problem-based learning toolkit—can turbocharge lessons in any subject, but they are particularly useful teaching aids in subjects like Medicine, Law or Forensic Science , where hands-on experiences may not initially be possible.

Here’s a look at how this type of problem-based learning functions to make learning stick and how any faculty member can use them to facilitate deeper, richer learning experiences:

Case studies complement theoretical information

Reading about scientific principles in a textbook challenges students to think deductively and use their imagination to apply what they’re learning to real-world scenarios. It’s an important skill set. Not all information can or should be packaged up and handed to students, pre-formed; we want students to become critical thinkers and smart decision-makers who are capable of forming their own insights and opinions.

However, the strategic use of case studies, as a companion to required reading, can help students see theoretical information in a new light, and often for the first time. In short, a case study can bring to life what is often dry and difficult material, transforming it into something powerful, and inspiring students to keep learning. Furthermore, the ability to select or create case studies can give students greater agency in their learning experiences, helping them steer their educational experiences towards topics they find interesting and meaningful.

What does the research show about using case studies in educational settings? For one, when used in group settings, the use of case studies is proven to promote collaboration while promoting the application of theory. Furthermore, case studies are proven to promote the consideration of diverse cultures, perspectives, and ideas. Beyond that? They help students to broaden their professional acumen —a vitally necessary part of the higher education experience.

Case studies can be what you want them to be, but they should follow a formula

Faculty may choose to use case studies in any number of ways, including asking students to read existing case studies, or even challenging them to build their own case studies based on real or hypothetical situations. This can be done individually or in a group. It may be done in the classroom, at home, or in a professional setting. Case studies can take on a wide variety of formats. They may be just a few paragraphs or 30 pages long. They may be prescriptive and challenge readers to create a takeaway or propose a different way of doing things. Or, they may simply ask readers to understand how things were done in a specific case. Beyond written case studies, videos or slide decks can be equally compelling formats. One faculty member even asks students to get theatrical and act out a solution in their sociology class.

Regardless of format, a case study works best when it roughly follows an arc of problem, solution and results. All case studies must present a problem that doesn’t have an immediately clear solution or result. For example, a medical student may read a case study detailing the hospital admission of a 42-year-old woman who presents to the emergency room with persistent and severe calf pain, but has normal blood tests and ultrasound imaging. What should the physician consider next? A law student might read a case study about an elderly man involved in a car accident who denies any memory of the event. What legal angles should be considered?

Case studies – get started

Are you eager to use case studies with your students? Cengage higher education titles typically contain case studies and real-world examples that bring learning to life and help knowledge stick. Below are some learning materials, spanning a range of subjects, that can help your students reap the proven benefits of case study learning:

Accounting, 29e

Award-winning authors Carl Warren, Jefferson P. Jones and William B. Tayler offer students the opportunity to analyze real-world business decisions and show how accounting is used by real companies.

Guide to Computer Forensics and Investigations, 7e

“Guide to Computer Forensics and Investigations” by Bill Nelson, Amelia Phillips, Christopher Steuart and Robert S. Wilson includes case projects aimed at providing practical implementation experience, as well as practice in applying critical thinking skills.

Business Ethics: Case Studies and Selected Readings, 10e

Marianne M. Jennings’ best-selling “Business Ethics: Case Studies and Selected Readings, 10e” explores a proven process for analyzing ethical dilemmas and creating stronger values.

Anatomy & Physiology, 1e

Author Dr. Liz Co includes a chapter composed entirely of case studies to give students additional practice in critical thinking. The cases can be assigned at the end of the semester or at intervals as the instructor chooses.

Psychopathology and Life: A Dimensional Approach, 11e

Christopher Kearney offers a concise, contemporary and science-based view of psychopathology that emphasizes the individual first. Geared toward cases to which most college students can relate, helping them understand that symptoms of psychological problems occur in many people in different ways.

Understanding Psychological Disorders Enhanced, 12e

In “Understanding Psychological Disorders Enhanced” by David Sue, Derald Sue, Diane M. Sue and Stanley Sue, students can explore current events, real-world case studies and the latest developments from the field.

Policing in the US: Past, Present, and Future, 1e

This comprehensive and timely text by Lorenzo M. Boyd, Melissa S. Morabito and Larry J. Siegel examines the current state of American policing, offering a fresh and balanced look at contemporary issues in law enforcement. Each chapter opens with a real-life case or incident.

Public Speaking: The Evolving Art, 5e

With a student-centered approach, “Public Speaking: The Evolving Art” by Stephanie J. Coopman and James Lull includes innovative solutions to current issues, including critically assessing the credibility of information sources. A diverse collection of sample student and professional presentations encourage students to consider chapter concepts in the context of real speeches.

Theory and Practice of Counseling and Psychotherapies, 11e

Dr. Gerald Corey’s best-selling text helps readers compare and contrast the therapeutic models expressed in counseling theories.

Getting Started with Case Teaching

Key considerations as you begin your case teaching journey

Anyone can teach well with cases, as long as they are open to asking questions and trusting their students to participate and discuss. Here are some key considerations as you begin your case teaching journey.

Understand the Why

Cases have many benefits for students:

Case discussions are inherently relevant, which engages students more actively in their learning.

Students learn to apply course concepts in context; theories move from abstract to applicable.

Students develop valuable skills in speaking extemporaneously on topics, making connections, and doing analysis in real time.

These benefits apply at the undergraduate, MBA, specialized masters, doctoral, and executive education levels. Teaching with cases is a powerful way to “flip” your classroom, using your time with students to grapple with the application of content rather than purely transmitting the knowledge.

Consider Where Cases Will Fit Best

You know your students, courses, program, and university, and you can adapt your curriculum to deliver the best experience for all of them. Designing a case course is similar to other pedagogies. Decide on your learning objectives, as well as any content you wish to provide in addition to cases (textbooks, articles, videos, recorded lectures, etc.).

If you have not prepared a case course before, consider starting with a set of cases suggested by colleagues or featured within our Course Explorer tool. Review the case descriptions and perhaps search for and replace some cases to fit your abilities and your students’ interests and abilities. See Selecting Cases to Use in Your Classes for more guidance on choosing cases. If your time to prepare is tight, consider adopting cases with teaching notes.

Prepare Your Teaching Plan

Create a teaching plan for each case you choose to use. This can range from determining a set of labels for each of your classroom boards to preparing a detailed list of questions to ask with possible responses and analysis. Your preference could be anywhere in between. The key is that you will be as comfortable as is feasible in guiding the class to achieve your goals for each discussion. Do not treat the plan as a script—you should be open to unexpected opportunities during discussions. Preparing detailed teaching plans can help manage anxiety, but don’t let it displace other value-adding activities for your class.

Prepare Your Students, Too

If your students have little-to-no experience learning with cases before your course, be sure to provide them guidance. This could come in the form of a pre-meeting, recorded or written guidance from you, or reference materials such as Case Companion and The Case Study Handbook . No matter what, communicate to your students before the course begins to establish your expectations that they will come prepared for class. Even if your students have had other case classes, the expectations of their prior faculty may have varied, so being clear will still be of value.

Characteristics of Effective Case Teaching

The Heart of the Case Method

What the Case Method Really Teaches

Teaching by the Case Method

Preparing to Teach
Leading in the Classroom
Providing Assessment & Feedback
Sample Class

Case Method in Practice

Chris Christensen described case method teaching as "the art of managing uncertainty"—a process in which the instructor serves as "planner, host, moderator, devil's advocate, fellow-student, and judge," all in search of solutions to real-world problems and challenges.

Unlike lectures, case method classes unfold without a detailed script. Successful instructors simultaneously manage content and process, and they must prepare rigorously for both. Case method teachers learn to balance planning and spontaneity. In practice, they pursue opportunities and "teachable moments" that emerge throughout the discussion, and deftly guide students toward discovery and learning on multiple levels. The principles and techniques are developed, Christensen says, "through collaboration and cooperation with friends and colleagues, and through self-observation and reflection."

This section of the Christensen Center website explores the Case Method in Practice along the following dimensions:

Providing Assessment and Feedback

Each subsection provides perspectives and guidance through a written overview, supplemented by video commentary from experienced case method instructors. Where relevant, links are included to downloadable documents produced by the Christensen Center or Harvard Business School Publishing. References for further reading are provided as well.

An additional subsection, entitled Resources, appears at the end. It combines references from throughout the Case Method in Practice section with additional information on published materials and websites that may be of interest to prospective, new, and experienced case method instructors.

Note: We would like to thank Harvard Business School Publishing for permission to incorporate the video clips that appear in the Case Method in Practice section of our website. The clips are drawn from video excerpts included in Participant-Centered Learning and the Case Method: A DVD Case Teaching Tool (HBSP, 2003).

Christensen Center Tip Sheets

Characteristics of Effective Case Method Teaching
Elements of Effective Class Preparation
Guidelines for Effective Observation of Case Instructors
In-Class Assessment of Discussion-Based Teaching
Questions for Class Discussions
Teaching Quantitative Material
Strategies and Tactics for Sensitive Topics

Curriculum Innovation

The case method has evolved so students may act as decision-makers in new engaging formats:

Game Simulations

Multimedia cases, ideo: human-centered service design.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Teaching with Case Studies

The Case Study method is based on focused stories, rooted in reality, and provides contextual information such as background, characters, setting, and enough specific details to provide some guidance. Cases can be used to illustrate, remediate, and practice critical thinking, teamwork, research, and communication skills. Classroom applications of the case study method include:

Socratic cross examination
Directed discussion or research teams
Public hearings or trials
Dialogue paper (e.g., 10 exchanges between two characters from opposing sides of an issue that finish with a personal opinion or reflection)

At the Fifth Annual Conference on Case Study Teaching in Science hosted by the University of Buffalo-SUNY, two broad categories of case studies were identified (recognizing potential overlap):

Open or Closed: Open cases are left to one’s interpretation and may have multiple correct or valid answers depending on the rationale and facts presented in the case analysis. Closed cases have specific, correct answers or processes that must be followed in order to arrive at the correct analysis.
Analysis or Dilemma: Analysis Cases (Issues Cases) are a general account of “what happened.” Dilemma Cases (Decision Cases) require students to make a decision or take action given certain information.

Case Study Analysis Process

Based on a variety of different case study analysis models, we have identified four basic stages students follow in analyzing a case study. This process may vary depending on discipline and if case studies are being used as part of a problem-based learning exercise.

Observe the facts and issues that are present without interpretation (“what do we know”).
Develop hypotheses/questions, formulate predictions, and provide explanations or justifications based on the known information (“what do we need to know”).
Collect and explore relevant data to answer open questions, reinforce/refute hypotheses, and formulate new hypotheses and questions.
Communicate findings including citations and documentation.

How to Write a Case Study

Effective case studies tell a story, have compelling and identifiable characters, contain depth and complexity, and have dilemmas that are not easily resolved. The following steps provide a general guide for use in identifying the various issues and criteria comprising a good case study.

Identify a course and list the teachable principles, topics, and issues (often a difficult or complex concept students just don’t “get”).
List any relevant controversies and subtopics that further describe your topics.
Identify stakeholders or those affected by the issue (from that list, consider choosing one central character on which to base the case study).
Identify teaching methods that might be used (team project, dialogue paper, debate, etc.) as well as the most appropriate assessment method (peer or team assessments, participation grade, etc.).
Decide what materials and resources will be provided to students.
Identify and describe the deliverables students will produce (paper, presentation, etc.).
Select the category of case study (open or closed/analysis or dilemma) that best fits your topic, scenario, learning outcomes, teaching method, and assessment strategy. Write your case study and include teaching notes outlining the critical elements identified above.
Teach the case and subsequently make any necessary revisions.

Problem-Based Learning (PBL)

PBL uses case studies in a slightly different way by providing a more specific structure for learning. The medical field uses this approach extensively. According to Barrows & Tamblyn (1980), the case problem is presented first in the learning sequence, before any background preparation has occurred. The case study analysis process outlined above is used with PBL; the main difference being that cases are presented in pieces, with increasing amounts of specific detail provided in each layer of the case (e.g., part one of the case may simply be a patient admission form, part two may provide a summary of patient examination notes, part three may contain specific medical test results, and so on).

The problem-based learning approach encourages student-directed learning and allows the instructor to serve as a facilitator. Students frame and identify problems and continually identify and test hypotheses. During group tutorials, case-related questions arise that students are unable to answer. These questions form the basis for learning issues that students will study independently between sessions. This method requires an alert and actively involved instructor to facilitate.

Share This Book

Search type

University Wide

Faculty / School Portals

Main navigation 4plus items

Instructional Strategies

Case-Based Learning

What is case-based learning.

Using a case-based approach engages students in discussion of specific scenarios that resemble or typically are real-world examples. This method is learner-centered with intense interaction between participants as they build their knowledge and work together as a group to examine the case. The instructor's role is that of a facilitator while the students collaboratively analyze and address problems and resolve questions that have no single right answer.

Clyde Freeman Herreid provides eleven basic rules for case-based learning.

Tells a story.
Focuses on an interest-arousing issue.
Set in the past five years
Creates empathy with the central characters.
Includes quotations. There is no better way to understand a situation and to gain empathy for the characters
Relevant to the reader.
Must have pedagogic utility.
Conflict provoking.
Decision forcing.
Has generality.

Why Use Case-Based Learning?

To provide students with a relevant opportunity to see theory in practice. Real world or authentic contexts expose students to viewpoints from multiple sources and see why people may want different outcomes. Students can also see how a decision will impact different participants, both positively and negatively.

To require students to analyze data in order to reach a conclusion. Since many assignments are open-ended, students can practice choosing appropriate analytic techniques as well. Instructors who use case-based learning say that their students are more engaged, interested, and involved in the class.

To develop analytic, communicative and collaborative skills along with content knowledge. In their effort to find solutions and reach decisions through discussion, students sort out factual data, apply analytic tools, articulate issues, reflect on their relevant experiences, and draw conclusions they can relate to new situations. In the process, they acquire substantive knowledge and develop analytic, collaborative, and communication skills.

Many faculty also use case studies in their curriculum to teach content, connect students with real life data, or provide opportunities for students to put themselves in the decision maker's shoes.

Teaching Strategies for Case-Based Learning

By bringing real world problems into student learning, cases invite active participation and innovative solutions to problems as they work together to reach a judgment, decision, recommendation, prediction or other concrete outcome.

The Campus Instructional Consulting unit at Indiana University has created a great resource for case-based learning. The following is from their website which we have permission to use.

Formats for Cases

“Finished” cases based on facts: for analysis only, since the solution is indicated or alternate solutions are suggested.
“Unfinished” open-ended cases: the results are not yet clear (either because the case has not come to a factual conclusion in real life, or because the instructor has eliminated the final facts.) Students must predict, make choices and offer suggestions that will affect the outcome.
Fictional cases: entirely written by the instructor—can be open-ended or finished. Cautionary note: the case must be both complex enough to mimic reality, yet not have so many “red herrings” as to obscure the goal of the exercise.
Original documents: news articles, reports with data and statistics, summaries, excerpts from historical writings, artifacts, literary passages, video and audio recordings, ethnographies, etc. With the right questions, these can become problem-solving opportunities. Comparison between two original documents related to the same topic or theme is a strong strategy for encouraging both analysis and synthesis. This gives the opportunity for presenting more than one side of an argument, making the conflicts more complex.

Managing a Case Assignment

Design discussions for small groups. 3-6 students are an ideal group size for setting up a discussion on a case.
Design the narrative or situation such that it requires participants to reach a judgment, decision, recommendation, prediction or other concrete outcome. If possible, require each group to reach a consensus on the decision requested.
Structure the discussion. The instructor should provide a series of written questions to guide small group discussion. Pay careful attention to the sequencing of the questions. Early questions might ask participants to make observations about the facts of the case. Later questions could ask for comparisons, contrasts, and analyses of competing observations or hypotheses. Final questions might ask students to take a position on the matter. The purpose of these questions is to stimulate, guide or prod (but not dictate) participants’ observations and analyses. The questions should be impossible to answer with a simple yes or no.
Debrief the discussion to compare group responses. Help the whole class interprets and understand the implications of their solutions.
Allow groups to work without instructor interference. The instructor must be comfortable with ambiguity and with adopting the non-traditional roles of witness and resource, rather than authority.

Designing Case Study Questions

Cases can be more or less “directed” by the kinds of questions asked. These kinds of questions can be appended to any case, or could be a handout for participants unfamiliar with case studies on how to approach one.

What is the situation—what do you actually know about it from reading the case? (Distinguishes between fact and assumptions under critical understanding)
What issues are at stake? (Opportunity for linking to theoretical readings)
What questions do you have—what information do you still need? Where/how could you find it?
What problem(s) need to be solved? (Opportunity to discuss communication versus conflict, gaps between assumptions, sides of the argument)
What are all the possible options? What are the pros/cons of each option?
What are the underlying assumptions for [person X] in the case—where do you see them?
What criteria should you use when choosing an option? What does that mean about your assumptions?

Managing Discussion and Debate Effectively

Delay the problem-solving part until the rest of the discussion has had time to develop. Start with expository questions to clarify the facts, then move to analysis, and finally to evaluation, judgment, and recommendations.
Shift points of view: “Now that we’ve seen it from [W’s] standpoint, what’s happening here from [Y’s] standpoint?” What evidence would support Y’s position? What are the dynamics between the two positions?
Shift levels of abstraction: if the answer to the question above is “It’s just a bad situation for her,” quotations help: When [Y] says “_____,” what are her assumptions? Or seek more concrete explanations: Why does she hold this point of view?”
Ask for benefits/disadvantages of a position; for all sides.
Shift time frame— not just to “What’s next?” but also to “How could this situation have been different?” What could have been done earlier to head off this conflict and turn it into a productive conversation? Is it too late to fix this? What are possible leverage points for a more productive discussion? What good can come of the existing situation?
Shift to another context: We see how a person who thinks X would see the situation. How would a person who thinks Y see it? We see what happened in the Johannesburg news, how could this be handled in [your town/province]? How might [insert person, organization] address this problem?
Follow-up questions: “What do you mean by ___?” Or, “Could you clarify what you said about ___?” (even if it was a pretty clear statement—this gives students time for thinking, developing different views, and exploration in more depth). Or “How would you square that observation with what [name of person] pointed out?”
Point out and acknowledge differences in discussion— “that’s an interesting difference from what Sam just said, Sarah. Let’s look at where the differences lie.” (let sides clarify their points before moving on).

Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.

Select Books available through the Queen's Library

Crosling, G. & Webb, G. (2002). Supporting Student Learning: Case Studies, Experience and Practice from Higher Education. London: Kogan Page

Edwards, H., Smith, B., & Webb, G. (Eds.) (2001). Lecturing: Case Studies, Experience and Practice. London: Kogan Page.

Ellington, H. & Earl, S. (1998). Using Games, Simulations and Interactive Case Studies. Birmingham: Staff and Educational Development Association

Wassermann, S. (1994). Introduction to Case Method Teaching: A Guide to the Galaxy. New York: Teachers College Press, Columbia University.

Online Articles

Bieron, J. & Dinan, F. (1999). Case Studies Across a Science Curriculum. Department of Chemistry and Biochemistry, Canisius College in Buffalo, NY.

Walters. M. R. (1999). Case-stimulated learning within endocrine physiology lectures: An approach applicable to other disciplines. Advances in Physiology Education, 276, 74-78.

Websites and Online Case Collections

The Center for Teaching Excellence at the University of Medicine and Dentistry in New Jersey offers a wide variety of references including 21 links to case repositories in the Health Sciences.

The National Center for Case Study Teaching in Science provides an award-winning library of over 410 cases and case materials while promoting the development and dissemination of innovative materials and sound educational practices for case teaching in the sciences.

Houghton and Mifflin provide an excellent resource for students including on analyzing and writing the case.

International
Business & Industry
MyUNB Intranet
Activate your IT Services
Give to UNB
Centre for Enhanced Teaching & Learning
Teaching & Learning Services
Teaching Tips
Instructional Methods
Creating Effective Scenarios, Case Studies and Role Plays

Creating effective scenarios, case studies and role plays

Printable Version (PDF)

Scenarios, case studies and role plays are examples of active and collaborative teaching techniques that research confirms are effective for the deep learning needed for students to be able to remember and apply concepts once they have finished your course. See Research Findings on University Teaching Methods .

Typically you would use case studies, scenarios and role plays for higher-level learning outcomes that require application, synthesis, and evaluation (see Writing Outcomes or Learning Objectives ; scroll down to the table).

The point is to increase student interest and involvement, and have them practice application by making choices and receive feedback on them, and refine their understanding of concepts and practice in your discipline.

These types of activities provide the following research-based benefits: (Shaw, 3-5)

They provide concrete examples of abstract concepts, facilitate the development through practice of analytical skills, procedural experience, and decision making skills through application of course concepts in real life situations. This can result in deep learning and the appreciation of differing perspectives.
They can result in changed perspectives, increased empathy for others, greater insights into challenges faced by others, and increased civic engagement.
They tend to increase student motivation and interest, as evidenced by increased rates of attendance, completion of assigned readings, and time spent on course work outside of class time.
Studies show greater/longer retention of learned materials.
The result is often better teacher/student relations and a more relaxed environment in which the natural exchange of ideas can take place. Students come to see the instructor in a more positive light.
They often result in better understanding of complexity of situations. They provide a good forum for a large volume of orderly written analysis and discussion.

There are benefits for instructors as well, such as keeping things fresh and interesting in courses they teach repeatedly; providing good feedback on what students are getting and not getting; and helping in standing and promotion in institutions that value teaching and learning.

Outcomes and learning activity alignment

The learning activity should have a clear, specific skills and/or knowledge development purpose that is evident to both instructor and students. Students benefit from knowing the purpose of the exercise, learning outcomes it strives to achieve, and evaluation methods. The example shown in the table below is for a case study, but the focus on demonstration of what students will know and can do, and the alignment with appropriate learning activities to achieve those abilities applies to other learning activities.

(Smith, 18)

What’s the difference?

Scenarios are typically short and used to illustrate or apply one main concept. The point is to reinforce concepts and skills as they are taught by providing opportunity to apply them. Scenarios can also be more elaborate, with decision points and further scenario elaboration (multiple storylines), depending on responses. CETL has experience developing scenarios with multiple decision points and branching storylines with UNB faculty using PowerPoint and online educational software.

Case studies

Case studies are typically used to apply several problem-solving concepts and skills to a detailed situation with lots of supporting documentation and data. A case study is usually more complex and detailed than a scenario. It often involves a real-life, well documented situation and the students’ solutions are compared to what was done in the actual case. It generally includes dialogue, creates identification or empathy with the main characters, depending on the discipline. They are best if the situations are recent, relevant to students, have a problem or dilemma to solve, and involve principles that apply broadly.

Role plays can be short like scenarios or longer and more complex, like case studies, but without a lot of the documentation. The idea is to enable students to experience what it may be like to see a problem or issue from many different perspectives as they assume a role they may not typically take, and see others do the same.

Foundational considerations

Typically, scenarios, case studies and role plays should focus on real problems, appropriate to the discipline and course level.

They can be “well-structured” or “ill-structured”:

Well-structured case studies, problems and scenarios can be simple or complex or anything in-between, but they have an optimal solution and only relevant information is given, and it is usually labelled or otherwise easily identified.
Ill-structured case studies, problems and scenarios can also be simple or complex, although they tend to be complex. They have relevant and irrelevant information in them, and part of the student’s job is to decide what is relevant, how it is relevant, and to devise an evidence-based solution to the problem that is appropriate to the context and that can be defended by argumentation that draws upon the student’s knowledge of concepts in the discipline.

Well-structured problems would be used to demonstrate understanding and application. Higher learning levels of analysis, synthesis and evaluation are better demonstrated by ill-structured problems.

Scenarios, case studies and role plays can be authentic or realistic :

Authentic scenarios are actual events that occurred, usually with personal details altered to maintain anonymity. Since the events actually happened, we know that solutions are grounded in reality, not a fictionalized or idealized or simplified situation. This makes them “low transference” in that, since we are dealing with the real world (although in a low-stakes, training situation, often with much more time to resolve the situation than in real life, and just the one thing to work on at a time), not much after-training adjustment to the real world is necessary.
By contrast, realistic scenarios are often hypothetical situations that may combine aspects of several real-world events, but are artificial in that they are fictionalized and often contain ideal or simplified elements that exist differently in the real world, and some complications are missing. This often means they are easier to solve than real-life issues, and thus are “high transference” in that some after-training adjustment is necessary to deal with the vagaries and complexities of the real world.

Scenarios, case studies and role plays can be high or low fidelity :

High vs. low fidelity: Fidelity has to do with how much a scenario, case study or role play is like its corresponding real world situation. Simplified, well-structured scenarios or problems are most appropriate for beginners. These are low-fidelity, lacking a lot of the detail that must be struggled with in actual practice. As students gain experience and deeper knowledge, the level of complexity and correspondence to real-world situations can be increased until they can solve high fidelity, ill-structured problems and scenarios.

Further details for each

Scenarios can be used in a very wide range of learning and assessment activities. Use in class exercises, seminars, as a content presentation method, exam (e.g., tell students the exam will have four case studies and they have to choose two—this encourages deep studying). Scenarios help instructors reflect on what they are trying to achieve, and modify teaching practice.

For detailed working examples of all types, see pages 7 – 25 of the Psychology Applied Learning Scenarios (PALS) pdf .

The contents of case studies should: (Norton, 6)

Connect with students’ prior knowledge and help build on it.
Be presented in a real world context that could plausibly be something they would do in the discipline as a practitioner (e.g., be “authentic”).
Provide some structure and direction but not too much, since self-directed learning is the goal. They should contain sufficient detail to make the issues clear, but with enough things left not detailed that students have to make assumptions before proceeding (or explore assumptions to determine which are the best to make). “Be ambiguous enough to force them to provide additional factors that influence their approach” (Norton, 6).
Should have sufficient cues to encourage students to search for explanations but not so many that a lot of time is spent separating relevant and irrelevant cues. Also, too many storyline changes create unnecessary complexity that makes it unnecessarily difficult to deal with.
Be interesting and engaging and relevant but focus on the mundane, not the bizarre or exceptional (we want to develop skills that will typically be of use in the discipline, not for exceptional circumstances only). Students will relate to case studies more if the depicted situation connects to personal experiences they’ve had.
Help students fill in knowledge gaps.

Role plays generally have three types of participants: players, observers, and facilitator(s). They also have three phases, as indicated below:

Briefing phase: This stage provides the warm-up, explanations, and asks participants for input on role play scenario. The role play should be somewhat flexible and customizable to the audience. Good role descriptions are sufficiently detailed to let the average person assume the role but not so detailed that there are so many things to remember that it becomes cumbersome. After role assignments, let participants chat a bit about the scenarios and their roles and ask questions. In assigning roles, consider avoiding having visible minorities playing “bad guy” roles. Ensure everyone is comfortable in their role; encourage students to play it up and even overact their role in order to make the point.

Play phase: The facilitator makes seating arrangements (for players and observers), sets up props, arranges any tech support necessary, and does a short introduction. Players play roles, and the facilitator keeps things running smoothly by interjecting directions, descriptions, comments, and encouraging the participation of all roles until players keep things moving without intervention, then withdraws. The facilitator provides a conclusion if one does not arise naturally from the interaction.

Debriefing phase: Role players talk about their experience to the class, facilitated by the instructor or appointee who draws out the main points. All players should describe how they felt and receive feedback from students and the instructor. If the role play involved heated interaction, the debriefing must reconcile any harsh feelings that may otherwise persist due to the exercise.

Five Cs of role playing (AOM, 3)

Control: Role plays often take on a life of their own that moves them in directions other than those intended. Rehearse in your mind a few possible ways this could happen and prepare possible intervention strategies. Perhaps for the first role play you can play a minor role to give you and “in” to exert some control if needed. Once the class has done a few role plays, getting off track becomes less likely. Be sensitive to the possibility that students from different cultures may respond in unforeseen ways to role plays. Perhaps ask students from diverse backgrounds privately in advance for advice on such matters. Perhaps some of these students can assist you as co-moderators or observers.

Controversy: Explain to students that they need to prepare for situations that may provoke them or upset them, and they need to keep their cool and think. Reiterate the learning goals and explain that using this method is worth using because it draws in students more deeply and helps them to feel, not just think, which makes the learning more memorable and more likely to be accessible later. Set up a “safety code word” that students may use at any time to stop the role play and take a break.

Command of details: Students who are more deeply involved may have many more detailed and persistent questions which will require that you have a lot of additional detail about the situation and characters. They may also question the value of role plays as a teaching method, so be prepared with pithy explanations.

Can you help? Students may be concerned about how their acting will affect their grade, and want assistance in determining how to play their assigned character and need time to get into their role. Tell them they will not be marked on their acting. Say there is no single correct way to play a character. Prepare for slow starts, gaps in the action, and awkward moments. If someone really doesn’t want to take a role, let them participate by other means—as a recorder, moderator, technical support, observer, props…

Considered reflection: Reflection and discussion are the main ways of learning from role plays. Players should reflect on what they felt, perceived, and learned from the session. Review the key events of the role play and consider what people would do differently and why. Include reflections of observers. Facilitate the discussion, but don’t impose your opinions, and play a neutral, background role. Be prepared to start with some of your own feedback if discussion is slow to start.

An engineering role play adaptation

Boundary objects (e.g., storyboards) have been used in engineering and computer science design projects to facilitate collaboration between specialists from different disciplines (Diaz, 6-80). In one instance, role play was used in a collaborative design workshop as a way of making computer scientist or engineering students play project roles they are not accustomed to thinking about, such as project manager, designer, user design specialist, etc. (Diaz 6-81).

References:

Academy of Management. (Undated). Developing a Role playing Case Study as a Teaching Tool.

Diaz, L., Reunanen, M., & Salimi, A. (2009, August). Role Playing and Collaborative Scenario Design Development. Paper presented at the International Conference of Engineering Design, Stanford University, California.

Norton, L. (2004). Psychology Applied Learning Scenarios (PALS): A practical introduction to problem-based learning using vignettes for psychology lecturers . Liverpool Hope University College.

Shaw, C. M. (2010). Designing and Using Simulations and Role-Play Exercises in The International Studies Encyclopedia, eISBN: 9781444336597

Smith, A. R. & Evanstone, A. (Undated). Writing Effective Case Studies in the Sciences: Backward Design and Global Learning Outcomes. Institute for Biological Education, University of Wisconsin-Madison.

Campus Maps
Campus Security
Careers at UNB
Services at UNB
Conference Services
Online & Continuing Ed

Contact UNB

© University of New Brunswick
Accessibility
Web feedback

SUGGESTED TOPICS
The Magazine
Newsletters
Managing Yourself
Managing Teams
Work-life Balance
The Big Idea
Data & Visuals
Reading Lists
Case Selections
HBR Learning
Topic Feeds
Account Settings
Email Preferences

What the Case Study Method Really Teaches

Nitin Nohria

how to develop a case study for teaching

Seven meta-skills that stick even if the cases fade from memory.

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

Nitin Nohria is the George F. Baker Professor of Business Administration, Distinguished University Service Professor, and former dean of Harvard Business School.

Partner Center

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, how to write a case study: the basics.

The purpose of a case study is to walk the reader through a situation where a problem is presented, background information provided and a description of the solution given, along with how it was derived. A case study can be written to encourage the reader to come up with his or her own solution or to review the solution that was already implemented. The goal of the writer is to give the reader experiences similar to those the writer had as he or she researched the situation presented.

Several steps must be taken before actually writing anything:

Choose the situation on which to write
Gather as much information as possible about the situation
Analyze all of the elements surrounding the situation
Determine the final solution implemented
Gather information about why the solution worked or did not work

From these steps you will create the content of your case study.

Describe the situation/problem

The reader needs to have a clear understanding of the situation for which a solution is sought. You can explicitly state the problem posed in the study. You can begin by sharing quotes from someone intimate with the situation. Or you can present a question:

ABC Hospital has a higher post-surgical infection rate than other health care facilities in the area.
The Director of Nursing at ABC Hospital stated that “In spite of following rigid standards, we continue to experience high post-surgical infection rates”
Why is it that the post-surgical infection rate at ABC Hospital higher than any other health center in the area?

This sets the tone for the reader to think of the problem while he or she read the rest of the case study. This also sets the expectation that you will be presenting information the reader can use to further understand the situation.

Give background

Background is the information you discovered that describes why there is a problem. This will consist of facts and figures from authoritative sources. Graphs, charts, tables, photos, videos, audio files, and anything that points to the problem is useful here. Quotes from interviews are also good. You might include anecdotal information as well:

“According to previous employees of this facility, this has been a problem for several years”

What is not included in this section is the author’s opinion:

“I don’t think the infection review procedures are followed very closely”

In this section you give the reader information that they can use to come to their own conclusion. Like writing a mystery, you are giving clues from which the reader can decide how to solve the puzzle. From all of this evidence, how did the problem become a problem? How can the trend be reversed so the problem goes away?

A good case study doesn’t tell the readers what to think. It guides the reader through the thought process used to create the final conclusion. The readers may come to their own conclusion or find fault in the logic being presented. That’s okay because there may be more than one solution to the problem. The readers will have their own perspective and background as they read the case study.

Describe the solution

This section discusses the solution and the thought processes that lead up to it. It guides the reader through the information to the solution that was implemented. This section may contain the author’s opinions and speculations.

Facts will be involved in the decision, but there can be subjective thinking as well:

“Taking into account A, B and C, the committee suggested solution X. In lieu of the current budget situation, the committee felt this was the most prudent approach”

Briefly present the key elements used to derive the solution. Be clear about the goal of the solution. Was it to slow down, reduce or eliminate the problem?

Evaluate the response to the solution

If the case study is for a recent situation, there may not have been enough time to determine the overall effect of the solution:

“New infection standards were adopted in the first quarter and the center hopes to have enough information by the year’s end to judge their effectiveness”

If the solution has been in place for some time, then an opportunity to gather and review facts and impressions exists. A summary of how well the solution is working would be included here.

Tell the whole story

Case study-writing is about telling the story of a problem that has been fixed. The focus is on the evidence for the problem and the approach used to create a solution. The writing style guides the readers through the problem analysis as if they were part of the project. The result is a case study that can be both entertaining and educational.

Case Studies

Case studies can be used to help students understand simple and complex issues. They typically are presented to the students as a situation or scenario which is guided by questions such as “What would you do in this situation?” or “How would you solve this problem?” Successful case studies focus on problem situations relevant to course content and which are relevant “both to the interests and experience level of learners” (Illinois Online Network, 2007).

Case studies can be simple problems where students “work out” a solution to more complex scenarios which require role playing and elaborate planning. Case studies typically involve teams although cases can be undertaken individually. Because case studies often are proposed to not have “one right answer” (Kowalski, Weaver, Henson, 1998, p. 4), some students may be challenged to think alternatively than their peers. However, when properly planned, case studies can effectively engage students in problem solving and deriving creative solutions.

The Penn State University’s Teaching and Learning with Technology unit suggests the following elements when planning case studies for use in the classroom.

Case studies actively involve students as they work on issues found in “real-life” situations and, with careful planning, can be used in all academic disciplines.

Real-World Scenario. Cases are generally based on real world situations, although some facts may be changed to simplify the scenario or “protect the innocent.”
Supporting Data and Documents. Effective case assignments typically provide real world situations for student to analyze. These can be simple data tables, links to URLs, quoted statements or testimony, supporting documents, images, video, audio, or any appropriate material.
Open-Ended Problem. Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed team action plan, proposal or decision. (Penn State University, 2006, para. 2).

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions.

Instructor Tasks

To help you get started using case studies in the classroom, a number of tasks should be considered. Following this list are tasks to help you prepare students as they participate in the case study.

Identify a topic that is based on real-world situations
Develop the case that will challenge students’ current knowledge of the topic
Link the case to one (or more) of the course goals or objectives
Provide students with case study basic information before asking them to work on the case
Prepare necessary data, information, that will help students come up with a solution
Discuss how this case would relate to real life and career situations
Place students in teams in which participants have differing views and opinions to better challenge them in discussing possible solutions to the case
Review team dynamics with the students (prepare an outline of team rules and roles)
Inform students that they are to find a solution to the case based on their personal experiences, the knowledge gained in class, and challenge one another to solve the problem

Student Tasks

Determine team member roles and identify a strategic plan to solve the case
Brainstorm and prepare questions to further explore the case
Read and critically analyze any data provided by the instructor, discuss the facts related to the case, identify and discuss the relationship of further problems within the case
Listen to and be open to viewpoints expressed by each member of the team
Assess, refine, and condense solutions that are presented
Prepare findings as required by the instructor

Case studies provide students with scenarios in which they can begin to think about their understanding and solutions to problems found in real-world situations. When carefully planned, case studies will challenge students’ critical thinking and problem solving skills in a safe and open learning environment. Case studies can help students analyze and find solutions to complex problems with foresight and confidence.

Illinois Online Network (2007). ION research: Case studies. https://www.ion.uillinois.edu/resources/casestudies/

Kowalski, T. J., Weaver, R. A., & Henson, K. T. (1998). Case studies of beginning teachers. New York, NY: Longman.

Penn State University (2006). Office of Teaching and Learning with Technology. Using cases in teaching. http://tlt.its.psu.edu/suggestions/cases/casewhat.html

Selected Resources

Study Guides and Strategies (2007). Case studies. https://www.studygs.net/casestudy.htm

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Case studies. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

Phone: 815-753-0595 Email: [email protected]

Connect with us on

Facebook page Twitter page YouTube page Instagram page LinkedIn page

How it works

For Business

Join Mind Tools

Article • 10 min read

Case Study-Based Learning

Enhancing learning through immediate application.

By the Mind Tools Content Team

If you've ever tried to learn a new concept, you probably appreciate that "knowing" is different from "doing." When you have an opportunity to apply your knowledge, the lesson typically becomes much more real.

Adults often learn differently from children, and we have different motivations for learning. Typically, we learn new skills because we want to. We recognize the need to learn and grow, and we usually need – or want – to apply our newfound knowledge soon after we've learned it.

A popular theory of adult learning is andragogy (the art and science of leading man, or adults), as opposed to the better-known pedagogy (the art and science of leading children). Malcolm Knowles , a professor of adult education, was considered the father of andragogy, which is based on four key observations of adult learners:

Adults learn best if they know why they're learning something.
Adults often learn best through experience.
Adults tend to view learning as an opportunity to solve problems.
Adults learn best when the topic is relevant to them and immediately applicable.

This means that you'll get the best results with adults when they're fully involved in the learning experience. Give an adult an opportunity to practice and work with a new skill, and you have a solid foundation for high-quality learning that the person will likely retain over time.

So, how can you best use these adult learning principles in your training and development efforts? Case studies provide an excellent way of practicing and applying new concepts. As such, they're very useful tools in adult learning, and it's important to understand how to get the maximum value from them.

What Is a Case Study?

Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time.

The learner is given details about the situation, often in a historical context. The key players are introduced. Objectives and challenges are outlined. This is followed by specific examples and data, which the learner then uses to analyze the situation, determine what happened, and make recommendations.

The depth of a case depends on the lesson being taught. A case study can be two pages, 20 pages, or more. A good case study makes the reader think critically about the information presented, and then develop a thorough assessment of the situation, leading to a well-thought-out solution or recommendation.

Why Use a Case Study?

Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills.

They differ from lectures or assigned readings because they require participation and deliberate application of a broad range of skills. For example, if you study financial analysis through straightforward learning methods, you may have to calculate and understand a long list of financial ratios (don't worry if you don't know what these are). Likewise, you may be given a set of financial statements to complete a ratio analysis. But until you put the exercise into context, you may not really know why you're doing the analysis.

With a case study, however, you might explore whether a bank should provide financing to a borrower, or whether a company is about to make a good acquisition. Suddenly, the act of calculating ratios becomes secondary – it's more important to understand what the ratios tell you. This is how case studies can make the difference between knowing what to do, and knowing how, when, and why to do it.

Then, what really separates case studies from other practical forms of learning – like scenarios and simulations – is the ability to compare the learner's recommendations with what actually happened. When you know what really happened, it's much easier to evaluate the "correctness" of the answers given.

When to Use a Case Study

As you can see, case studies are powerful and effective training tools. They also work best with practical, applied training, so make sure you use them appropriately.

Remember these tips:

Case studies tend to focus on why and how to apply a skill or concept, not on remembering facts and details. Use case studies when understanding the concept is more important than memorizing correct responses.
Case studies are great team-building opportunities. When a team gets together to solve a case, they'll have to work through different opinions, methods, and perspectives.
Use case studies to build problem-solving skills, particularly those that are valuable when applied, but are likely to be used infrequently. This helps people get practice with these skills that they might not otherwise get.
Case studies can be used to evaluate past problem solving. People can be asked what they'd do in that situation, and think about what could have been done differently.

Ensuring Maximum Value From Case Studies

The first thing to remember is that you already need to have enough theoretical knowledge to handle the questions and challenges in the case study. Otherwise, it can be like trying to solve a puzzle with some of the pieces missing.

Here are some additional tips for how to approach a case study. Depending on the exact nature of the case, some tips will be more relevant than others.

Read the case at least three times before you start any analysis. Case studies usually have lots of details, and it's easy to miss something in your first, or even second, reading.
Once you're thoroughly familiar with the case, note the facts. Identify which are relevant to the tasks you've been assigned. In a good case study, there are often many more facts than you need for your analysis.
If the case contains large amounts of data, analyze this data for relevant trends. For example, have sales dropped steadily, or was there an unexpected high or low point?
If the case involves a description of a company's history, find the key events, and consider how they may have impacted the current situation.
Consider using techniques like SWOT analysis and Porter's Five Forces Analysis to understand the organization's strategic position.
Stay with the facts when you draw conclusions. These include facts given in the case as well as established facts about the environmental context. Don't rely on personal opinions when you put together your answers.

Writing a Case Study

You may have to write a case study yourself. These are complex documents that take a while to research and compile. The quality of the case study influences the quality of the analysis. Here are some tips if you want to write your own:

Write your case study as a structured story. The goal is to capture an interesting situation or challenge and then bring it to life with words and information. You want the reader to feel a part of what's happening.
Present information so that a "right" answer isn't obvious. The goal is to develop the learner's ability to analyze and assess, not necessarily to make the same decision as the people in the actual case.
Do background research to fully understand what happened and why. You may need to talk to key stakeholders to get their perspectives as well.
Determine the key challenge. What needs to be resolved? The case study should focus on one main question or issue.
Define the context. Talk about significant events leading up to the situation. What organizational factors are important for understanding the problem and assessing what should be done? Include cultural factors where possible.
Identify key decision makers and stakeholders. Describe their roles and perspectives, as well as their motivations and interests.
Make sure that you provide the right data to allow people to reach appropriate conclusions.
Make sure that you have permission to use any information you include.

A typical case study structure includes these elements:

Executive summary. Define the objective, and state the key challenge.
Opening paragraph. Capture the reader's interest.
Scope. Describe the background, context, approach, and issues involved.
Presentation of facts. Develop an objective picture of what's happening.
Description of key issues. Present viewpoints, decisions, and interests of key parties.

Because case studies have proved to be such effective teaching tools, many are already written. Some excellent sources of free cases are The Times 100 , CasePlace.org , and Schroeder & Schroeder Inc . You can often search for cases by topic or industry. These cases are expertly prepared, based mostly on real situations, and used extensively in business schools to teach management concepts.

Case studies are a great way to improve learning and training. They provide learners with an opportunity to solve a problem by applying what they know.

There are no unpleasant consequences for getting it "wrong," and cases give learners a much better understanding of what they really know and what they need to practice.

Case studies can be used in many ways, as team-building tools, and for skill development. You can write your own case study, but a large number are already prepared. Given the enormous benefits of practical learning applications like this, case studies are definitely something to consider adding to your next training session.

Knowles, M. (1973). 'The Adult Learner: A Neglected Species [online].' Available here .

You've accessed 1 of your 2 free resources.

Get unlimited access

Discover more content

An introduction to price-setting.

How to Consider all the Relevant Factors When Setting Prices for Products or Services

Presenting Like a Pro

Using rhetorical tricks to create impact

Add comment

Comments (0)

Be the first to comment!

Get 30% off your first year of Mind Tools

Great teams begin with empowered leaders. Our tools and resources offer the support to let you flourish into leadership. Join today!

Sign-up to our newsletter

Subscribing to the Mind Tools newsletter will keep you up-to-date with our latest updates and newest resources.

Subscribe now

Business Skills

Personal Development

Leadership and Management

Member Extras

Discover something new today

Are you climate resilient infographic.

Infographic Transcript

Infographic

Dyslexia in the Workplace Video

Understanding and Supporting People With Dyslexia

How Emotionally Intelligent Are You?

Boosting Your People Skills

Self-Assessment

What's Your Leadership Style?

Learn About the Strengths and Weaknesses of the Way You Like to Lead

Recommended for you

Value-based management.

Managing for the Long Term by Maximizing Value, Not Profit

Business Operations and Process Management

Strategy Tools

Customer Service

Business Ethics and Values

Handling Information and Data

Project Management

Knowledge Management

Self-Development and Goal Setting

Time Management

Presentation Skills

Learning Skills

Career Skills

Communication Skills

Negotiation, Persuasion and Influence

Working With Others

Difficult Conversations

Creativity Tools

Self-Management

Work-Life Balance

Stress Management and Wellbeing

Coaching and Mentoring

Change Management

Team Management

Managing Conflict

Delegation and Empowerment

Performance Management

Leadership Skills

Developing Your Team

Talent Management

Problem Solving

Decision Making

Member Podcast

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Publications
Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

Advanced Search
Journal List
SAGE Open Nurs
v.7; Jan-Dec 2021

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

Vidya seshan.

1 Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman

Gerald Amandu Matua

2 Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman

Divya Raghavan

Judie arulappan, iman al hashmi, erna judith roach, sheeba elizebath sunderraj, emi john prince.

3 Griffith University, Nathan Campus, Queensland 4111

Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

Introduction/Background

Recently, educators started to advocate for teaching modalities that not only transfer knowledge ( Shirani Bidabadi et al., 2016 ), but also foster critical and higher-order thinking and student-centered learning ( Wang & Farmer, 2008 ; Onweh & Akpan, 2014). Therefore, educators need to utilize proven teaching strategies to produce positive outcomes for learners (Onweh & Akpan, 2014). Informed by this view point, a teaching strategy is considered effective if it results in purposeful learning ( Centra, 1993 ; Sajjad, 2010 ) and allows the teacher to create situations that promote appropriate learning (Braskamp & Ory, 1994) to achieve the desired outcome ( Hodges et al., 2020 ). Since teaching methods impact student learning significantly, educators need to continuously test the effectives of their teaching strategies to ensure desired learning outcomes for their students given today's dynamic learning environments ( Farashahi & Tajeddin, 2018 ).

In this study, the researchers sought to study the effectiveness of case study analysis as an active, problem-based, student-centered, teacher-facilitated strategy in a baccalaureate-nursing program. This choice of teaching method is supported by the fact that nowadays, active teaching-learning is preferred in undergraduate programs because, they not only make students more powerful actors in professional life ( Bean, 2011 ; Yang et al., 2013 ), but they actually help learners to develop critical thinking skills ( Clarke, 2010 ). In fact, students who undergo such teaching approaches usually become more resourceful in integrating theory with practice, especially as they solve their case scenarios ( Chen et al., 2019 ; Farashahi & Tajeddin, 2018 ; Savery, 2019 ).

Review of Literature

As a pedagogical strategy, case studies allow the learner to integrate theory with real-life situations as they devise solutions to the carefully designed scenarios ( Farashahi & Tajeddin, 2018 ; Hermens & Clarke, 2009). Another important known observation is that case-study-based teaching exposes students to different cases, decision contexts and the environment to experience teamwork and interpersonal relations as “they learn by doing” thus benefiting from possibilities that traditional lectures hardly create ( Farashahi & Tajeddin, 2018 ; Garrison & Kanuka, 2004 ).

Another merit associated with case study method of teaching is the fact that students can apply and test their perspectives and knowledge in line with the tenets of Kolb et al.'s (2014) “experiential learning model”. This model advocates for the use of practical experience as the source of one's learning and development. Proponents of case study-based teaching note that unlike passive lectures where student input is limited, case studies allow them to draw from their own experience leading to the development of higher-order thinking and retention of knowledge.

Case scenario-based teaching also encourages learners to engage in reflective practice as they cooperate with others to solve the cases and share views during case scenario analysis and presentation ( MsDade, 1995 ).

This method results in “idea marriage” as learners articulate their views about the case scenario. This “idea marriage” phenomenon occurs through knowledge transfer from one situation to another as learners analyze scenarios, compare notes with each other, and develop multiple perspectives of the case scenario. In fact, recent evidence shows that authentic case-scenarios help learners to acquire problem solving and collaborative capabilities, including the ability to express their own views firmly and respectfully, which is vital for future success in both professional and personal lives ( Eronen et al., 2019 ; Yajima & Takahashi, 2017 ). In recognition of this higher education trend toward student-focused learning, educators are now increasingly expected to incorporate different strategies in their teaching.

This study demonstrated that when well implemented, educators can use active learning strategies like case study analysis to aid critical thinking, problem-solving, and collaborative capabilities in undergraduate students. This study is significant because the findings will help educators in the country and in the region to incorporate active learning strategies such as case study analysis to aid critical thinking, problem-solving, and collaborative capabilities in undergraduate students. Besides, most studies on the case study method in nursing literature mostly employ quantitative methods. The shortage of published research on the case study method in the Arabian Gulf region and the scanty use of qualitative methods further justify why we adopted the focus group method for inquiry.

A descriptive qualitative research design using focus group discussion method guided the study. The authors chose this method because it is not only inexpensive, flexible, stimulating but it is also known to help with information recall and results in rich data ( Matua et al., 2014 ; Streubert & Carpenter, 2011 ). Furthermore, as evidenced in the literature, the focus group discussion method is often used when there is a need to gain an in-depth understanding of poorly understood phenomena as the case in our study. The choice of this method is further supported by the scarcity of published research related to the use of case study analysis as a teaching strategy in the Middle Eastern region, thereby further justifying the need for an exploratory research approach for our study.

As a recommended strategy, the researchers generated data from information-rich purposively selected group of baccalaureate nursing students who had experienced both traditional lectures and cased-based teaching approaches. The focus group interviews allowed the study participants to express their experiences and perspectives in their own words. In addition, the investigators integrated participants’ self-reported experiences with their own observations and this enhanced the study findings ( Morgan & Bottorff, 2010 ; Nyumba et al., 2018 ; Parker & Tritter, 2006 ).

Eligibility Criteria

In order to be eligible to participate in the study, the participants had to:

be a baccalaureate nursing student in College of Nursing, Sultan Qaboos University
register for Maternity Nursing Course in 2017 and 2018.
attend all the Case Study Analysis sessions in the courses before the study.
show a willingness to participate in the study voluntarily and share their views freely.

The population included the undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018.

The researcher used a purposive sampling technique to choose participants who were capable of actively participating and discussing their views in the focus group interviews. This technique enabled the researchers to select participants who could provide rich information and insights about case study analysis method as an effective teaching strategy. The final study sample included baccalaureate nursing students who agreed to participate in the study by signing a written informed consent. In total, twenty-two (22) students participated in the study, through five focus groups, with each focus group comprising between four and six students. The number of participants was determined by the stage at which data saturation was reached. The point of data saturation is when no new information emerges from additional participants interviewed ( Saunders et al., 2018 ).Focus group interviews were stopped once data saturation was achieved. Qualitative research design with focus group discussion allowed the researchers to generate data from information-rich purposively selected group of baccalaureate nursing students who had experienced both traditional lectures and case-based teaching approaches. The focus group interviews allowed the study participants to express their perspectives in their own words. In addition, the investigators enhanced the study findings by integrating participants’ self-reported experiences with the researchers’ own observations and notes during the study.

The study took place at College of Nursing; Sultan Qaboos University, Oman's premier public university, in Muscat. This is the only setting chosen for the study. The participants are the students who were enrolled in Maternal Health Nursing course during 2017 and 2018. The interviews occurred in the teaching rooms after official class hours. Students who did not participate in the study learnt the course content using the traditional lecture based method.

Ethical Considerations

Permission to conduct the study was granted by the College Research and Ethics Committee (XXXX). Prior to the interviews, each participant was informed about the purpose, benefits as well as the risks associated with participating in the study and clarifications were made by the principal researcher. After completing this ethical requirement, each student who accepted to participate in the study proceeded to sign an informed consent form signifying that their participation in the focus group interview was entirely voluntary and based on free will.

The anonymity of study participants and confidentiality of their data was upheld throughout the focus group interviews and during data analysis. To enhance confidentiality and anonymity of the data, each participant was assigned a unique code number which was used throughout data analysis and reporting phases. To further assure the confidentiality of the research data and anonymity of the participants, all research-related data were kept safe, under lock and key and through digital password protection, with unhindered access only available to the research team.

Research Intervention

In Fall 2017 and Spring 2018 semesters, as a method of teaching Maternal Health Nursing course, all students participated in two group-based case study analysis exercises which were implemented in the 7 th and 13 th weeks. This was done after the students were introduced to the case study method using a sample case study prior to the study. The instructor explained to the students how to solve the sample problem, including how to accomplish the role-specific competencies in the courses through case study analysis. In both weeks, each group consisting of six to seven students was assigned to different case scenarios to analyze and work on, after which they presented their collective solution to the case scenarios to the larger class of 40 students. The case scenarios used in both weeks were peer-reviewed by the researchers prior to the study.

Pilot Study

A group of three students participated as a pilot group for the study. However, the students who participated in the pilot study were not included in the final study as is general the principle with qualitative inquiry because of possible prior exposure “contamination”. The purpose of piloting was to gather data to provide guidance for a substantive study focusing on testing the data collection procedure, the interview process including the sequence and number of questions and probes and recording equipment efficacy. After the pilot phase, the lessons learned from the pilot were incorporated to ensure smooth operations during the actual focus group interview ( Malmqvist et al., 2019 .

Data Collection

The focus group interviews took place after the target population was exposed to case study analysis method in Maternal Health Nursing course during the Fall 2017 and Spring 2018 semesters. Before data collection began, the research team pilot tested the focus group interview guide to ensure that all the guide questions were clear and well understood by study participants.

In total, five (5) focus groups participated in the study, with each group comprising between four and six students. The focus group interviews lasted between 60 and 90 min. In addition to the interview guide questions, participants’ responses to unanswered questions were elicited using prompts to facilitate information flow whenever required. As a best practice, all the interviews were audio-recorded in addition to extensive field notes taken by one of the researchers. The focus group interviews continued until data saturation occurred in all the five (5) focus groups.

Credibility

In this study, participant's descriptions were digitally audio recorded to ensure that no information was lost. In order to ensure that the results are accurate, verbatim transcriptions of the audio recordings were done supported by interview notes. Furthermore, interpretations of the researcher were verified and supported with existing literature with oversight from the research team.

Transferability

The researcher provided a detailed description about the study settings, participants, sampling technique, and the process of data collection and analyses. The researcher used verbatim quotes from various participants to aid the transferability of the results.

Dependability

The researcher ensured that the research process is clearly documented, traceable, and logical to achieve dependability of the research findings. Furthermore, the researcher transparently described the research steps, procedures and process from the start of the research project to the reporting of the findings.

Confirmability

In this study, confirmability of the study findings was achieved through the researcher's efforts to make the findings credible, dependable, and transferable.

Data Analysis

Data were analyzed manually after the lead researcher integrated the verbatim transcriptions with the extensive field notes to form the final data set. Data were analyzed thematically under three thematic areas of a) knowledge development; b) critical thinking and problem solving; and (c) communication and collaboration, which are linked to the study objectives. The researchers used the Six (6) steps approach to conduct a trustworthy thematic analysis: (1) familiarization with the research data, (2) generating initial codes, (3) searching for themes, (4) reviewing the themes, (5) defining and naming themes, (6) writing the report ( Nowell et al., 2017 ).

The analysis process started with each team member individually reading and re-reading the transcripts several times and then identifying meaning units linked to the three thematic areas. The co-authors then discussed in-depth the various meaning units linked to the thematic statements until consensus was reached and final themes emerged based on the study objectives.

A total of 22 undergraduate third-year baccalaureate nursing students who were enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018 participated in the study, through five focus groups, with each group comprising four to six students. Of these, 59% were females and 41% were males. In total, nine subthemes emerged from the three themes. Under knowledge development, emerged the subthemes, “ deepened understanding of content ; “ reduced gap between theory and practice” and “ improved test-taking ability ”. While under Critical thinking and problem solving, emerged the subthemes, “ enhanced critical thinking ability ” and “ heightened curiosity”. The third thematic area of communication and collaboration yielded, “ improved communication ability ”; “ enhanced team-building capacity ”; “ effective collaboration” and “ improved presentation skills ”, details of which are summarized in Table 1 .

Table 1.

Objective Linked Themes and Student Perceptions of Outcome Case Study Analysis.

Theme 1: Knowledge Development

In terms of knowledge development, students expressed delight at the inclusion of case study analysis as a method during their regular theory class. The first subtheme related to knowledge development that supports the adoption of the case study approach is its perceived benefit of ‘ deepened understanding of content ’ by the students as vividly described by this participant:

“ I was able to perform well in the in-course exams as this teaching method enhanced my understanding of the content rather than memorizing ” (FGD#3).

The second subtheme related to knowledge development was informed by participants’ observation that teaching them using case study analysis method ‘ reduced the gap between theory and practice’. This participant's claim stem from the realization that, a case study scenario his group analyzed in the previous week helped him and his colleagues to competently deal with a similar situation during clinical placement the following week, as articulated below:

“ You see when I was caring for mothers in antenatal unit, I could understand the condition better and could plan her care well because me and my group already analyzed a similar situation in class last week which the teacher gave us, this made our work easier in the ward”. (FGD#7).

Another student added that:

“ It was useful as what is taught in the theory class could be applied to the clinical cases.”

This ‘theory-practice’ connection was particularly useful in helping students to better understand how to manage patients with different health conditions. Interestingly, the students reported that they were more likely to link a correct nursing care plan to patients whose conditions were close to the case study scenarios they had already studied in class as herein affirmed:

“ …when in the hospital I felt I could perceive the treatment modality and plan for [a particular] nursing care well when I [had] discussed with my team members and referred the textbook resource while performing case study discussion”. (FGD#17).

In a similar way, another student added:

“…I could relate with the condition I have seen in the clinical area. So this has given me a chance to recall the condition and relate the theory to practice”. (FGD#2) .

The other subtheme closely related to case study scenarios as helping to deepen participant's understanding of the course content, is the notion that this teaching strategy also resulted in ‘ improved test taking-ability’ as this participant's verbatim statement confirms:

“ I could answer the questions related to the cases discussed [much] better during in-course exams. Also [the case scenarios] helped me a great deal to critically think and answer my exam papers” (FGD#11).

Theme 2: Critical Thinking and Problem Solving

In this subtheme, students found the case study analysis as an excellent method to learn disease conditions in the two courses. This perceived success with the case study approach is associated with the method's ability to ‘ enhance students’ critical thinking ability’ as this student declares:

“ This method of teaching increased my ability to think critically as the cases are the situations, where we need to think to solve the situation”. (FGD#5)

This enhanced critical thinking ability attributed to case study scenario analysis was also manifested during patient care where students felt it allowed them to experience a “ flow of patient care” leading to better patient management planning as would typically occur during case scenario analysis. In support of this finding, a participant mentioned that:

“ …I could easily connect the flow of patient care provided and hence was able to plan for [his] management as often required during case study discussion” (FGD#12)

Another subtheme linked with this theme is the “ heightened curiosity” associated with the case scenario discussions. It was clear from the findings that the cases aroused curiosity in the mind of the students. This heightened interest meant that during class discussion, baccalaureate nursing students became active learners, eager to discover the next set of action as herein affirmed:

“… from the beginning of discussion with the group, I was eager to find the answer to questions presented and wanted to learn the best way for patient management” (FGD#14)

Theme 3: Communication and Collaboration

In terms of its impact on student communication, the subtheme revealed that case study analysis resulted in “ improved communication ability” among the nursing students . This enhanced ability of students to exchange ideas with each other may be attributed to the close interaction required to discuss and solve their assigned case scenarios as described by the participant below:

“ as [case study analysis] was done in the way of group discussion, I felt me and my friends communicated more within the group as we discussed our condition. We also learnt from each other, and we became better with time.” (FGD#21).

The next subtheme further augments the notion that case study analysis activities helped to “ enhance team-building capacity” of students as this participant affirmatively narrates:

“ students have the opportunity to meet face to face to share their views, opinion, and their experience, as this build on the way they can communicate with each other and respect each other's opinions and enhance team-building”. (FGD#19).

Another subtheme revealed from the findings show that the small groups in which the case analysis occurs allowed the learners to have deeper and more focused conversations with one another, resulting in “ an effective collaboration between students” as herein declared:

“ We could collaborate effectively as we further went into a deep conversation on the case to solve”. (FGD#16).

Similarly, another student noted that:

“ …discussion of case scenarios helped us to prepare better for clinical postings and simulation lab experience” (FGD#5) .

A fourth subtheme related to communication found that students also identified that case study analysis resulted in “ improved presentation skills”. This is attributed in part to the preparation students have to go through as part of their routine case study discussion activities, which include organizing their presentations and justifying and integrating their ideas. Besides readying themselves for case presentations, the advice, motivation, and encouragement such students receive from their faculty members and colleagues makes them better presenters as confirmed below:

“ …teachers gave us enough time to prepare, hence I was able to present in front of the class regarding the finding from our group.” (FGD#16).

In this study, the researches explored learner's perspectives on how one of the active teaching strategies, case study analysis method impacted their knowledge development, critical thinking, and problem solving as well as communication and collaboration ability.

Knowledge Development

In terms of knowledge development, the nursing students perceived case study analysis as contributing toward: (a) deeper understanding of content, (b) reducing gap between theory and practice, and (c) improving test-taking ability. Deeper learning” implies better grasping and retention of course content. It may also imply a deeper understanding of course content combined with learner's ability to apply that understanding to new problems including grasping core competencies expected in future practice situations (Rickles et al., 2019; Rittle-Johnson et al., 2020 ). Deeper learning therefore occurs due to the disequilibrium created by the case scenario, which is usually different from what the learner already knows ( Hattie, 2017 ). Hence, by “forcing” students to compare and discuss various options in the quest to solve the “imbalance” embedded in case scenarios, students dig deeper in their current understanding of a given content including its application to the broader context ( Manalo, 2019 ). This movement to a deeper level of understanding arises from carefully crafted case scenarios that instructors use to stimulate learning in the desired area (Nottingham, 2017; Rittle-Johnson et al., 2020 ). The present study demonstrated that indeed such carefully crafted case study scenarios did encourage students to engage more deeply with course content. This finding supports the call by educators to adopt case study as an effective strategy.

Another finding that case study analysis method helps in “ reducing the gap between theory and practice ” implies that the method helps students to maintain a proper balance between theory and practice, where they can see how theoretical knowledge has direct practical application in the clinical area. Ajani and Moez (2011) argue that to enable students to link theory and practice effectively, nurse educators should introduce them to different aspects of knowledge and practice as with case study analysis. This dual exposure ensures that students are proficient in theory and clinical skills. This finding further amplifies the call for educators to adequately prepare students to match the demands and realities of modern clinical environments ( Hickey, 2010 ). This expectation can be met by ensuring that student's knowledge and skills that are congruent with hospital requirements ( Factor et al., 2017 ) through adoption of case study analysis method which allows integration of clinical knowledge in classroom discussion on regular basis.

The third finding, related to “improved test taking ability”, implies that case study analysis helped them to perform better in their examination, noting that their experience of going through case scenario analysis helped them to answer similar cases discussed in class much better during examinations. Martinez-Rodrigo et al. (2017) report similar findings in a study conducted among Spanish electrical engineering students who were introduced to problem-based cooperative learning strategies, which is similar to case study analysis method. Analysis of student's results showed that their grades and pass rates increased considerably compared to previous years where traditional lecture-based method was used. Similar results were reported by Bonney (2015) in an even earlier study conducted among biology students in Kings Borough community college students, in New York, United States. When student's performance in examination questions covered by case studies was compared with class-room discussions, and text-book reading, case study analysis approach was significantly more effective compared to traditional methods in aiding students’ performance in their examinations. This finding therefore further demonstrates that case study analysis method indeed improves student's test taking ability.

Critical Thinking and Problem Solving

In terms of critical thinking and problem-solving ability, the use of case study analysis resulted in two subthemes: (a) enhanced critical thinking ability and (b) heightened learner curiosity. The “ enhanced critical thinking ability” implies that case analysis increased student's ability to think critically as they navigated through the case scenarios. This observation agrees with the findings of an earlier questionnaire-based study conducted among 145 undergraduate business administration students at Chittagong University, Bangladesh, that showed 81% of respondents agree that case study analysis develops critical thinking ability and enables students to do better problem analysis ( Muhiuddin & Jahan, 2006 ). This observation agrees with the findings of an earlier study conducted among 145 undergraduate business administration students at Chittagong University, Bangladesh. The study showed that 81% of respondents agreed that case study analysis facilitated the development of critical thinking ability in the learners and enabled the students to perform better with problem analysis ( Muhiuddin & Jahan, 2006 ).

More recently, Suwono et al. (2017) found similar results in a quasi-experimental research conducted at a Malaysian university. The research findings showed that there was a significant difference in biological literacy and critical thinking skills between the students taught using socio-biological case-based learning and those taught using traditional lecture-based learning. The researchers concluded that case-based learning enhanced the biological literacy and critical thinking skills of the students. The current study adds to the existing pedagogical knowledge base that case study methodology can indeed help to deepen learner's critical thinking and problem solving ability.

The second subtheme related to “ heightened learner curiosity” seems to suggest that the case studies aroused problem-solving interest in learners. This observation agrees with two earlier studies by Tiwari et al. (2006) and Flanagan and McCausland (2007) who both reported that most students enjoyed case-based teaching. The authors add that the case study method also improved student's clinical reasoning, diagnostic interpretation of patient information as well as their ability to think logically when presented a challenge in the classroom and in the clinical area. Jackson and Ward (2012) similarly reported that first year engineering undergraduates experienced enhanced student motivation. The findings also revealed that the students venturing self-efficacy increased much like their awareness of the importance of key aspects of the course for their future careers. The authors conclude that the case-based method appears to motivate students to autonomously gather, analyze and present data to solve a given case. The researchers observed enhanced personal and collaborative efforts among the learners, including improved communication ability. Further still, learners were more willing to challenge conventional wisdom, and showed higher “softer” skills after exposure to case analysis based teaching method. These findings like that of the current study indicate that teaching using case based analysis approach indeed motivates students to engage more in their learning, there by resulting in deeper learning.

Communication and Collaboration

Case study analysis is also perceived to result in: (a) improved communication ability; (b) enhanced team -building capacity, (c) effective collaboration ability, and (d) enhanced presentation skills. The “ improved communication ability ” manifested in learners being better able to exchange ideas with peers, communicating their views more clearly and collaborating more effectively with their colleagues to address any challenges that arise. Fini et al. (2018) report comparable results in a study involving engineering students who were subjected to case scenario brainstorming activities about sustainability concepts and their implications in transportation engineering in selected courses. The results show that this intervention significantly improved student's communication skills besides their higher-order cognitive, self-efficacy and teamwork skills. The researchers concluded that involving students in brainstorming activities related to problem identification including their practical implications, is an effective teaching strategy. Similarly, a Korean study by Park and Choi (2018) that sought to analyze the effects of case-based communication training involving 112 sophomore nursing students concluded that case-based training program improved the students’ critical thinking ability and communication competence. This finding seems to support further the use of case based teaching as an effective teaching-learning strategy.

The “ enhanced team-building capacity” arose from the opportunity students had in sharing their views, opinions, and experiences where they learned to communicate with each other and respect each other's ideas which further enhance team building. Fini et al. (2018) similarly noted that increased teamwork levels were seen among their study respondents when the researchers subjected engineering students to case scenario based-brainstorming activities as occurs with case study analysis teaching. Likewise, Lairamore et al. (2013) report similar results in their study that showed that case study analysis method increased team work ability and readiness among students from five health disciplines in a US-based study.

The finding that case study analysis teaching method resulted in “ effective collaboration ability” among students manifested as students entered into deep conversation as they solved the case scenarios. Rezaee and Mosalanejad (2015) assert that such innovative learning strategies result in noticeable educational outcomes, such as greater satisfaction with and enjoyment of the learning process ( Wellmon et al., 2012 ). Further, positive attitudes toward learning and collaboration have been noted leading to deeper learning as students prepare for case discussions ( Rezaee & Mosalanejad, 2015 ). This results show that case study analysis can be utilized by educators to foster professional collaboration among their learners, which is one of the key expectations of new graduates today.

The finding associated with “improved presentation skills” is consistent with the results of a descriptive study in Saudi Arabia that compared case study and traditional lectures in the teaching of physiology course to undergraduate nursing students. The researchers found that case-based teaching improved student’ overall knowledge and performance in the course including facilitating the acquisition of skills compared to traditional lectures ( Majeed, 2014 ). Noblitt et al. (2010) report similar findings in their study that compares traditional presentation approach with the case study method for developing and improving student's oral communication skills. This finding extends our understanding that case study method improves learners’ presentation skills.

The study was limited to level third year nursing students belonging to only one college and the sample size, which might limit the transferability of the study findings to other settings.

Implications for Practice

These study findings add to the existing body of knowledge that places case study based teaching as a tested method that promotes perception learning where students’ senses are engaged as a result of the real-life and authentic clinical scenarios ( Malesela, 2009 ), resulting in deeper learning and achievement of long-lasting knowledge ( Fiscus, 2018 ). The students reported that case scenario discussions broadened their perspectives, improved their cooperation capacity and communication with each other. This teaching method, in turn, offers students an opportunity to enhance their judgment and critical thinking skills by applying theory into practice.

These skills are critically important because nurses need to have the necessary knowledge and skills to plan high quality care for their patients to achieve a speedy recovery. In order to attain this educational goal, nurse educators have to prepare students through different student- centered strategies. The findings of our study appear to show that when appropriately used, case-based teaching results in acquisition of disciplinary knowledge manifested by deepened understanding of course content, as well as reducing the gap between theory and practice and enhancing learner's test-taking-ability. The study also showed that cased based teaching enhanced learner's critical thinking ability and curiosity to seek and acquire a deeper knowledge. Finally, the study results indicate that case study analysis results in improved communication and enhanced team-building capacity, collaborative ability and improved oral communication and presentation skills. The study findings and related evidence from literature show that case study analysis is well- suited approach for imparting knowledge and skills in baccalaureate nursing education.

This study evaluated the usefulness of Case Study Analysis as a teaching strategy. We found that this method of teaching helps encourages deeper learning among students. For instructors, it provides the opportunity to tailor learning experiences for students to undertake in depth study in order to stimulate deeper understanding of the desired content. The researchers conclude that if the cases are carefully selected according to the level of the students, and are written realistically and creatively and the group discussions keep students well engaged, case study analysis method is more effective than other traditional lecture methods in facilitating deeper and transferable learning/skills acquisition in undergraduate courses.

Conflict of Interest: The authors declare no conflict of interest.

ORCID iD: Judie Arulappan https://orcid.org/0000-0003-2788-2755

Ajani K., Moez S. (2011). Gap between knowledge and practice in nursing . Procedia-Social and Behavioral Sciences , 15 , 3927–3931. 10.1016/j.sbspro.2011.04.396 [ CrossRef ] [ Google Scholar ]
Bean J. C. (2011). Engaging ideas: The professor’s guide to integrating writing critical thinking and active-learning in the classroom (2nd ed.). Jossey-Bass. [ Google Scholar ]
Bonney K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains . Journal of Microbiology & Biology Education , 16 ( 1 ), 21–28. 10.1128/jmbe.v16i1.846 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Braskamp L. A., Ory J. C. (1994). Assessing faculty work: Enhancing individual and institutional performance . Jossey-Bass Higher and Adult Education Series. Jossey-Bass Inc. [ Google Scholar ]
Centra J. A. (1993). Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness . Jossey-Bass. [ Google Scholar ]
Chen W., Shah U. V., Brechtelsbauer C. (2019). A framework for hands-on learning in chemical engineering education—training students with the end goal in mind . Education for Chemical Engineers , 28 , 25–29. 10.1016/j.ece.2019.03.002 [ CrossRef ] [ Google Scholar ]
Clarke J. (2010). Student centered teaching methods in a Chinese setting . Nurse Education Today , 30 ( 1 ), 15–19. 10.1016/j.nedt.2009.05.009 [ PubMed ] [ CrossRef ] [ Google Scholar ]
Eronen L., Kokko S., Sormunen K. (2019). Escaping the subject-based class: A Finnish case study of developing transversal competencies in a transdisciplinary course . The Curriculum Journal , 30 ( 3 ), 264–278. 10.1080/09585176.2019.1568271 [ CrossRef ] [ Google Scholar ]
Factor E. M. R., Matienzo E. T., de Guzman A. B. (2017). A square peg in a round hole: Theory-practice gap from the lens of Filipino student nurses . Nurse Education Today , 57 , 82–87. 10.1016/j.nedt.2017.07.004 [ PubMed ] [ CrossRef ] [ Google Scholar ]
Farashahi M., Tajeddin M. (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations . The International Journal of Management Education , 16 ( 1 ), 131–142. 10.1016/j.ijme.2018.01.003 [ CrossRef ] [ Google Scholar ]
Fini E. H., Awadallah F., Parast M. M., Abu-Lebdeh T. (2018). The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses . European Journal of Engineering Education , 43 ( 3 ), 473–488. 10.1080/03043797.2017.1393045 [ CrossRef ] [ Google Scholar ]
Fiscus J. (2018). Reflection in Motion: A Case Study of Reflective Practice in the Composition Classroom [ Doctoral dissertation ]. Source: http://hdl.handle.net/1773/42299 [ Google Scholar ]
Flanagan N. A., McCausland L. (2007). Teaching around the cycle: Strategies for teaching theory to undergraduate nursing students . Nursing Education Perspectives , 28 ( 6 ), 310–314. [ PubMed ] [ Google Scholar ]
Garrison D. R., Kanuka H. (2004). Blended learning: Uncovering its transformative potential in higher education . The internet and higher education , 7 ( 2 ), 95–105. 10.1016/j.iheduc.2004.02.001 [ CrossRef ] [ Google Scholar ]
Hattie J. (2017). Foreword . In Nottingham J. (Ed.), The learning challenge: How to guide your students through the learning pit to achieve deeper understanding . Corwin Press, p. xvii. [ Google Scholar ]
Hermens A., Clarke E. (2009). Integrating blended teaching and learning to enhance graduate attributes . Education+ Training , 51 ( 5/6 ), 476–490. [ Google Scholar ]
Hickey M. T. (2010). Baccalaureate nursing graduates’ perceptions of their clinical instructional experiences and preparation for practice . Journal of Professional Nursing , 26 ( 1 ), 35–41. 10.1016/j.profnurs.2009.03.001 [ PubMed ] [ CrossRef ] [ Google Scholar ]
Hodges C., Moore S., Lockee B., Trust T., Bond A. (2020). The difference between emergency remote teaching and online learning . Educause review , 27 , 1–12. [ Google Scholar ]
Jackson N. R., Ward A. E. (2012). Curiosity based learning: Impact study in 1st year electronics undergraduates. 2012 International Conference on Information Technology Based Higher Education and Training (ITHET), Istanbul, pp. 1–6. 10.1109/ITHET.2012.6246005. [ CrossRef ] [ Google Scholar ]
Kolb A. Y., Kolb D. A., Passarelli A., Sharma G. (2014). On becoming an experiential educator: The educator role profile . Simulation & Gaming , 45 ( 2 ), 204–234. 10.1177/1046878114534383 [ CrossRef ] [ Google Scholar ]
Lairamore C., George-Paschal L., McCullough K., Grantham M., Head D. (2013). A case-based interprofessional education forum improves students’ perspectives on the need for collaboration, teamwork, and communication . MedEdPORTAL, The Journal of Teaching and learning resources , 9 , 10.15766/mep_2374-8265.9484 [ CrossRef ] [ Google Scholar ]
Majeed F. (2014). Effectiveness of case based teaching of physiology for nursing students . Journal of Taibah University Medical Sciences , 9 ( 4 ), 289–292. 10.1016/j.jtumed.2013.12.005 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Malesela J. M. (2009). Case study as a learning opportunity among nursing students in a university . Health SA Gesondheid (Online) , 14 ( 1 ), 33–38. 10.4102/hsag.v14i1.434 [ CrossRef ] [ Google Scholar ]
Malmqvist J., Hellberg K., Möllås G., Rose R., Shevlin M. (2019). Conducting the pilot study: A neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies . International Journal of Qualitative Methods , 18 . 10.1177/1609406919878341 [ CrossRef ] [ Google Scholar ]
Manalo E. (ed.). (2019). Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom . Routledge. [ Google Scholar ]
Martinez-Rodrigo F., Herrero-De Lucas L. C., De Pablo S., Rey-Boue A. B. (2017). Using PBL to improve educational outcomes and student satisfaction in the teaching of DC/DC and DC/AC converters . IEEE Transactions on Education , 60 ( 3 ), 229–237. 10.1109/TE.2016.2643623 [ CrossRef ] [ Google Scholar ]
Matua G. A., Seshan V., Akintola A. A., Thanka A. N. (2014). Strategies for providing effective feedback during preceptorship: Perspectives from an Omani Hospital . Journal of Nursing Education and Practice , 4 ( 10 ), 24. 10.5430/jnep.v4n10p24 [ CrossRef ] [ Google Scholar ]
Morgan D. L., Bottorff J. L. (2010). Advancing our craft: Focus group methods and practice . Qualitative Health Research , 20 ( 5 ), 579–581. 10.1177/1049732310364625 [ PubMed ] [ CrossRef ] [ Google Scholar ]
MsDade S. A. (1995). Case study pedagogy to advance critical thinking . Teaching psychology , 22 ( 1 ), 9–10. 10.1207/s15328023top2201_3 [ CrossRef ] [ Google Scholar ]
Muhiuddin G., Jahan N. (2006). Students’ perception towards case study as a method of learning in the field of business administration’ . The Chittagong University Journal of Business Administration , 21 , 25–41. [ Google Scholar ]
Noblitt L., Vance D. E., Smith M. L. D. (2010). A comparison of case study and traditional teaching methods for improvement of oral communication and critical-thinking skills . Journal of College Science Teaching , 39 ( 5 ), 26–32. [ Google Scholar ]
Nottingham J. (2017). The learning challenge: How to guide your students through the learning pit to achieve deeper understanding . Corwin Press. [ Google Scholar ]
Nowell L. S., Norris J. M., White D. E., Moules N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria . International Journal of Qualitative Methods , 16 ( 1 ). 10.1177/1609406917733847 [ CrossRef ] [ Google Scholar ]
Nyumba T., Wilson K., Derrick C. J., Mukherjee N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation . Methods in Ecology and evolution , 9 ( 1 ), 20–32. 10.1111/2041-210X.12860 [ CrossRef ] [ Google Scholar ]
Onweh V. E., Akpan U. T. (2014). Instructional strategies and students academic performance in electrical installation in technical colleges in Akwa Ibom State: Instructional skills for structuring appropriate learning experiences for students . International Journal of Educational Administration and Policy Studies , 6 ( 5 ), 80–86. [ Google Scholar ]
Park S. J., Choi H. S. (2018). The effect of case-based SBAR communication training program on critical thinking disposition, communication self-efficacy and communication competence of nursing students . Journal of the Korea Academia-Industrial Cooperation Society , 19 ( 11 ), 426–434. 10.5762/KAIS.2018.19.11.426 [ CrossRef ] [ Google Scholar ]
Parker A., Tritter J. (2006). Focus group method and methodology: Current practice and recent debate . International Journal of Research & Method in Education , 29 ( 1 ), 23–37. 10.1080/01406720500537304 [ CrossRef ] [ Google Scholar ]
Rezaee R., Mosalanejad L. (2015). The effects of case-based team learning on students’ learning, self-regulation and self-direction . Global Journal of Health Science , 7 ( 4 ), 295. 10.5539/gjhs.v7n4p295 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Rickles J., Zeiser K. L., Yang R., O’Day J., Garet M. S. (2019). Promoting deeper learning in high school: Evidence of opportunities and outcomes . Educational Evaluation and Policy Analysis , 41 ( 2 ), 214–234. [ Google Scholar ]
Rittle-Johnson B., Star J. R., Durkin K., Loehr A. (2020). Compare and discuss to promote deeper learning. Deeper learning, dialogic learning, and critical thinking: Research-based strategies for the classroom . Routlegde, p. 48. 10.4324/9780429323058-4 [ CrossRef ] [ Google Scholar ]
Sajjad S. (2010). Effective teaching methods at higher education level . Pakistan Journal of Special Education , 11 , 29–43. [ Google Scholar ]
Saunders B., Sim J., Kingstone T., Baker S., Waterfield J., Bartlam B., Burroughs H., Jinks C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization . Quality & Quantity , 52 ( 4 ), 1893–1907. 10.1007/s11135-017-0574-8 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Savery J. R. (2019). Comparative pedagogical models of problem based learning . The Wiley Handbook of Problem Based Learning , 81–104. 10.1002/9781119173243.ch4 [ CrossRef ] [ Google Scholar ]
Shirani Bidabadi N., Nasr Isfahani A., Rouhollahi A., Khalili R. (2016). Effective teaching methods in higher education: Requirements and barriers . Journal of Advances in Medical Education & Professionalism , 4 ( 4 ), 170–178. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Streubert H. J., Carpenter D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative . Wolters Kluwer. [ Google Scholar ]
Suwono H., Pratiwi H. E., Susanto H., Susilo H. (2017). Enhancement of students’ biological literacy and critical thinking of biology through socio-biological case-based learning . JurnalPendidikan IPA Indonesia , 6 ( 2 ), 213–220. 10.15294/jpii.v6i2.9622 [ CrossRef ] [ Google Scholar ]
Tiwari A., Lai P., So M., Yuen K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking . Medical Education , 40 ( 6 ), 547–554. 10.1111/j.1365-2929.2006.02481.x [ PubMed ] [ CrossRef ] [ Google Scholar ]
Wang V., Farmer L. (2008). Adult teaching methods in China and bloom's taxonomy . International Journal for the Scholarship of Teaching and Learning , 2 ( 2 ), n2. 10.20429/ijsotl.2008 [ CrossRef ] [ Google Scholar ]
Wellmon R., Gilin B., Knauss L., Linn M. I. (2012). Changes in student attitudes toward interprofessional learning and collaboration arising from a case-based educational experience . Journal of Allied Health , 41 ( 1 ), 26–34. [ PubMed ] [ Google Scholar ]
Yajima K., Takahashi S. (2017). Development of evaluation system of AL students . Procedia Computer Science , 112 , 1388–1395. 10.1016/j.procs.2017.08.056 [ CrossRef ] [ Google Scholar ]
Yang W. P., Chao C. S. C., Lai W. S., Chen C. H., Shih Y. L., Chiu G. L. (2013). Building a bridge for nursing education and clinical care in Taiwan—using action research and confucian tradition to close the gap . Nurse Education Today , 33 ( 3 ), 199–204. 10.1016/j.nedt.2012.02.016 [ PubMed ] [ CrossRef ] [ Google Scholar ]

Teaching with Case Studies to Develop Clinical Reasoning

By Ann Horigan

Owen, M.I. (2017). A case study scavenger hunt for senior nursing students. Journal of Nursing Education, 56(3), 191. doi: 10.3928/01484834-20170222-13. Describes the use of a case study and simulation used with a group of senior nursing students in a synthesis seminar. The purpose of the exercise in this course was to provide students with a standardized method of analyzing and synthesizing content from previous courses to help prepare them for the RN licensure exam. Good example of using a case study with low fidelity simulation and demonstrates that students benefit from this type of exercise. However, this was done in a sim lab setting in small groups of students and does not delve into issues of using case studies in a didactic setting to establish and further clinical reasoning.
Peery, A. (2015). Use of the unfolding case study in teaching nurse educator master of science in nursing students. Journal of Nursing Education, 54(3), 180. doi: 10.3928/01484834-20150217-11 . Course for nurse educator MSN students done in an online format which uses an unfolding case study to work through challenging issues that a nurse educator is likely to encounter. Unfolding cases promote inquiry among students and should be believable and relevant to the class. Four steps to developing an unfolding case study are discussed. Students found the exercise useful and made them aware of situations they otherwise may not have been aware of in education. It is a dynamic and engaging method for teaching and preparing for real-life scenarios. This article is helpful as it notes the steps in devising an unfolding case study and the benefits of using this type of exercise. It would be more helpful if this had been set up as a formal inquiry with specific measures of application and synthesis pre and post. As it is, it describes an experience and innovative method which is helpful.
Kaylor, S. and Strickland, H. (2015). Unfolding case studies as a formative teaching methodology for novice nursing students. Journal of Nursing Education, 54(2), 106-110. doi:10.3928/01484834-20150120-06. Describes a way in which unfolding case studies can be used to teach undergraduate nursing, novice students evidence based practice information rather than the case study acting as a summative evaluation of knowledge. Unfolding case studies develop over time and are unpredictable to the learner. If well done, promotes experiential education and imagination. Students picture themselves as part of the scenario. Enables students to practice making decisions and evaluating the effects of those decisions in a non-threatening environment. When this is done in small groups, students are developing decision making, communication, clinical judgment and problem solving. Helps students connect dots between theory and practice. Authors recommend that this is not the only method of active learning used throughout the semester and should be used several times but not exhaustively. Excellent article that presents a unique active learning method with benefits, barriers, lessons learned. Would be interesting to see what students thought of it as a learning method.
Dudas, K. (2012). Podcast and unfolding case study to promote active learning. Journal of Nursing Education, 51(8), 476. DOI:10.3928/01484834-20120719-02. Describes the use of a pre-class podcast used to give information for an unfolding case study on a patient with a neuromuscular disorder completed in class. Information from the podcast was reviewed at the beginning of class and then students were given the unfolding case study. Class reconvened and answers to the case study reviewed. Students reported feeling actively involved in learning and that clinical decision making skills improved. Students wanted these more frequently in the course. Authors state that while unfolding case studies are time consuming to prepare, the benefits from active learning outweigh the time needed.
Utterback, V., Davenport, D. Gallegos, B. & Boyd, E. (2012). The critical difference assignment: An innovative instructional method. Journal of Nursing Education, 51(1), 42-45. DOI:10.3928/01484834-20111116-03. Describes an assignment called the Critical Difference assignment where two case studies are given to students who must use reasoning to differentiate between the 2 cases. The cases have similar patient presentations but have differing and unknown underlying pathophysiologies. Students must compare and contrast symptoms, lab results, diagnostic studies to come to an understanding of the critical difference between the 2 cases and then develop a plan of care for each case based on the similarities and differences in the cases. These studies are called companion case studies and are purposely constructed so that students must discriminate between 2 similarly presenting patient problems. The outcomes from this type of learning are that the learner can learn by themselves, learn with others, share information, and make decisions. This mirrors the ability to work with others in the clinical setting. Excellent example of how to move students thinking to the next level. Again, would be interesting to see what students thought of experience as well as any objective measures of how this has helped initiate clinical judgment or improve abilities in clinical judgment.
Priddy, K. & Crow, M. (2011). Clinical imagination: Dynamic cast studies using an attribute listing matrix. Journal of Nursing Education, 50(10), 591-594. DOI:10.3928/01484834-20110630-03. Describes how to develop and use a matrix for choosing elements of a case study so that they are randomly generated and students have differing elements with different outcomes. It allows for more opportunities to role model and richer discussion. The number of choices on the matrix can be based on the context and the problem at hand. This can be done based on developmental level of students and where they are in the nursing curriculum. It describes the steps of how to implement this in class in detail which is very helpful. The variety of options possible gives opportunity for great discussion and generation of nursing knowledge. Great example of what can be done in smaller groups as formative or summative evaluation. Would be difficult to do in a large lecture course. Again, no objective measures of how this has pushed students to think and engage.
Bennett, C., Kennedy, S. & Donato, A. (2011). Preparing NP’s for primary care: Unraveling complexity with unfolding cases. Journal of Nursing Education, 50(6), 328-331. doi:10.3928/01484834-20110228-05. Describes the use of Backward Design (identifying desired results, identifying evidence of learning and developing teaching methods) to design a course for nurse practitioners in a behavioral health therapeutics course. Faculty developed cases that included an initial patient encounter and follow up encounter which were video taped with actors and complications of treatment or new problems were added at follow up visits. In the final step of Backward Design, creating teaching methods, the authors used Zull’s model of learning as brain change, which encourage innovative strategies to teach in context. There is an emphasis on reflection and iterative knowledge development. The authors found that students’ iterative thought processes advanced as they were able to practice as independent clinicians in a safe and collaborative environment. Course evaluations were done based on university requirements and therefore did not evaluate this method specifically, but they state that written feedback was overwhelmingly positive. Would be nice to see objective measures of advancement of clinical thinking, maybe samples of how grades improved over the semester or how pass rates on certification exams improved.
Beyer, D. (2011). Reverse case study: To think like a nurse. Journal of Nursing Education, 50(1), 48-50. doi:10.3928/01484834-20101029-06. Describes combining two active learning strategies, case studies and concept mapping into a reverse case study to promote critical thinking and problem solving. The article outlines a process for creating a reverse case study to be used in small groups. They are given a blank concept map with elements of the nursing process and patient history on it, but with no specific information other than a list of medications. Students work backward from that point to devise a list of anticipated medical problems the patient probably experiences and the care for these problems. The complexity of the cases can be manipulated by the number and type of medications. Groups then present their cases and priorities. This is a unique twist on the traditional case study. It could be done at every level of nursing education and development. A lab or discussion course would probably be best, not a class of 100+ students.
Tanner, C. (2009). The case for cases: A pedagogy for developing habits of thought. Journal of Nursing Education, 48(6), 299-300. An editorial that argues that the use of case based learning as a method that supports experiential thinking, clinical judgment and encourages students to “think like a nurse”. No information on actual work done in classroom.
Sandstom, S. (2006). Use of case studies to teach diabetes and other chronic illnesses to nursing students. Journal of Nursing Education, 45(6), 229-232. Case studies increase learning by “placing” them in a situation where they must use or apply knowledge learned in the classroom. They are in a real world situation with decisions to make. The use of the example case study is done in the laboratory setting about diabetes as students are learning to draw up insulin and monitor blood glucose. Discusses 2 other assignments related to diabetes content that students are assigned. The article lacks depth about how the case studies are developed and why. No objective findings of student evaluation or learning other than the author’s recitation of what has been said in lab.
Schlenker, E. & Kerber, C. (2006). The CARE case study method for teaching community health nursing. Journal of Nursing Education, 45(4), 144. Stands for Case study, Application, Research, Evaluation. Goal of this method is to facilitate understanding of theoretical content, foster interaction between faculty and students and knowledge sharing, give opportunities to apply knowledge in the classroom. Case studies are developed based on current topics in community health nursing and introduced during class time. Students work in small groups to answer clinical questions. The authors state that this has been well received by students who are motivated and excited to come to class and have done the prep work. There is no description of how the case studies are generated other than by choosing current topics in community health nursing, there is also no further discussion of how this method is used but a generic description. More detail would be helpful.
Loving, G. & Siow, P. (2005). Use of an online case study template in nursing education. Journal of Nursing Education, 44(8), 387-388. The authors created a template to be used in online nursing courses that was based on interactivity and feedback for faculty to use in the design of case studies. It is a set of online forms that allows faculty to enter information. Students also work through this case study and click on multiple choice answers where feedback is given. This isn’t particularly helpful information. It doesn’t inform how the body of the case should be created, the elements, whether they should unfold and how or how the students interface with the case study in detail.
Tarcinale, M. (1987). The case study as a vicarious learning technique. Journal of Nursing Education, 26(8), 340-341. Discusses vicarious learning or learning through imagination, which I think now 30 years later would be experiential, or situational learning. The learner will use information from previous experiences to help solve current situational problems. Components of a case study are discussed (very helpful and one of only a few articles that do this). The placement of the case study in class depends on what it would be used for. Helpful information, but I think that the case study method has evolved quite a bit over time to include the reverse and unfolding case studies. However this is a good summary of how a basic case study can be used to bring abstract concepts to more concrete understanding.
Page, J., Kowlowitz, V. & Alden, K. (2010). Development of a scripted unfolding case study focusing on delirium in older adults. The Journal of Continuing Education in Nursing, 41(5), 225-230. DOI:10.3928/00220124-20100423-05. The article begins by talking about how simulation is an important piece of practice based learning and that continuing education for nurses should incorporate more of it. The article then goes on to describe how to develop an unfolding case study. (might be splitting hairs, but case studies and simulation are not the same, many times simulation will use a case study, but sometimes it doesn’t. And not all uses of case studies are simulation. They don’t do a good job of connecting the two in the article) The steps for developing a case study for use are outlined as well as how to review it before implementing it. The authors present data on evaluation of the case by nurses who were involved in the continuing education. This is good information, detailed in the description of how the case can be developed, presented and evaluated.
Jones, D. & Sheridan, M., (1999). A case study approach: Developing critical thinking skills in novice pediatric nurses. The Journal of Continuing Education in Nursing, 30(2), 75-78. Key component of nursing is problem solving, but not all nurses are good at it. The use of case studies promotes problem solving and critical thinking. They can be done with real or hypothetical situations. Provides an opportunity to enact in decision making when a real clinical situation isn’t available. In novice pediatric nurses, case studies reinforce what was learned in school but also introduce them to unique situations in family focused nursing. The article goes on to describe that case studies should include certain elements and gives and example. The article does not present data on how case studies have improved novice nurses comfort level or competence in working with families and children or if novice nurses found them useful during an orientation period.
Smallheer, B. (2016). Reverse case study: A new perspective on an existing teaching strategy. Nurse Educator, 41(1), 7-8. DOI: 10.1097/NNE.0000000000000186. Traditional case studies can be limited to utilizing the lower portion of Blooms taxonomy, remembering, understanding, applying. The reverse case study can engage students in higher parts of taxonomy: analyzing evaluating and creating. Students actually develop the scenario which means they must analyze and evaluate material in creating the materials and data for the case study. The article gives an example of a graded reverse case study done in a nursing pharmacology class. During the session, faculty observed collaboration, team work, prioritization and critical thinking. This type of case study refocuses students from being task oriented to being thinkers and planners. Would be an excellent process for lab or seminar group, clinical post conference group. May be difficult to do in a large class without splitting into groups. Again, wonder if there are any objective measures regarding student outcomes.
Porter-Wenzlaff, L. (2013). Unfolding multicourse case study: Developing students administrative competencies. Nurse Educator, 38(6), 241-245. DOI: 10.1097/01.NNE.0000435263.15495.9f. The articles describes an unfolding case study that is done over 2 semesters in 2 courses. This is done in 2 graduate level nurse executive courses that are leveled. Students work in teams as the nurse executive of a fictional facility and must work through administrative complexities such as physician relations, resource allocation etc. Students are to do individual pieces of projects and come together and use the work in the larger objective. The projects progress across semesters and ideally students teams are the same as semesters change. The author recognized that students felt over whelmed and unprepared for this learning (and probably would have no matter the format) but found ways to help them work through by validating their concerns, having help available and that learning is an ongoing process. This paper does a great job of reporting anecdotal feedback from students, although it acknowledges there were no formal pre and post measures of implementation of this case study format.
Harrison, E., (2012). How to develop well written case studies: The essential elements. Nurse Educator, 37(2), 67-70. DOI: 10.1097/NNE.0b013e3182461ba2. Briefly discusses the history of the use of case studies as educational tool in nursing. Suggests that case studies, much like narratives, should have a setting, characters, plot and elements of style that come together to create a mystery, a puzzle to be solved by the information given and knowing what additional information is needed. Students identify important data from that data that may be superfluous or not essential to the case. This is a unique way to describe a case study and how to create elements that nurses may forget, or not emphasize in their creation of case studies. Would be helpful to know if this paradigm has been used by others and if they found it effective.
Henning, J.E., Nielsen, L.E. & Hauschildt, J.A. (2006). Implementing case study methodology in critical care nursing: a discourse analysis. Nurse Educator, 31(4):153-8. Describes a change in content delivery technique based on student feedback that lectures were boring and they wanted to experience more patient scenarios. Case study approach was adopted to increase interaction between teacher and students. Used method by Stepien et al. to analyze the case. A model for discussion was then used with the case method which uses 3 types of discussion, 1. Frame the discussion where interest is generated and background information is given. 2. Conceptual discussion – teacher guides students in grasping concept 3. Application discussions where students discuss newly acquired knowledge is discussed as applied to scenarios. Using this method required that the teacher learn a new way to talk with or to students; had to learn how to elicit information from students and respond to them. Student participation increased significantly with each addition of the next level of discussion where the teacher adjusted their questioning/cuing of students to elicit more response. They found that students spoke 2x as much as professor and both students and teacher seemed to become more comfortable with their new role as discussions went on. Very helpful in describing a way in which a classroom discussion can take place, one that elicits student participation and lets students guide the learning and morphs into a review discussion where the teacher makes sure that students understand the material accurately and use their discussion to apply newly acquired material.
Ciesielka, D. (2003). Clues for clinicians: a case study approach to educating the renaissance nurse. Nurse Educator, 28(1), 3-4. Describes a way to integrate the humanities into a rigorous graduate curriculum already packed with science in order to prepare nurses to be able to work with patients of all cultures and social status. Developed Clues for Clinicians and used in the first clinical reasoning/clinical judgment course in nurse practitioner program. Instead of deriving cases from standard everyday clinical practice, cases were developed based on historical accounts. Faculty guided students in problem solving and students found themselves discussing the medical issue while also investigating a part of medical history.. Feedback was unanimously positive. I’m not convinced that this infuses humanities to the extent that the authors think it does, but it does keep interest and encourages student participation and reasoning as well as gives students something memorable to hang the information on.
Dowd, S.B. & Davidhizar, R. (1999). Using case studies to teach clinical problem-solving. Nurse Educator, 24(5), 42-6. Discusses advantages of using case studies to as well as preparation for faculty. Lists ways to prepare the case studies and how case studies can be solved. Case studies connect theory to practice. They require preparation on the part of faculty and flexibility in allowing students to solve the case.
Summary of findings: Most studies lack any data regarding student performance in clinical reasoning or judgment pre/post implementation of this method. While there is evidence that students find this method useful and engaging, no study presents findings that demonstrate that the case study method does what it’s purported to do. Studies discuss the preparation that must go into the case study development, that there are different ways of using the case study method (traditional, unfolding, reverse) and that students find them beneficial as well as how thinking is transformed to reach higher levels of Blooms Taxonomy. Almost all studies discuss case studies used in small groups or large classes broken into groups. None discuss how to lead a large class through a case and if/how this can engage students as well as improve their clinical reasoning. Only one articles discusses the use of an ongoing case that continues to the next semester, and this is for graduate students who are at a very different level of processing information than undergraduate students.

ISU Navigate
Faculty & Staff
Virtual Tour

Common Searches

Academic Calendar
Transcripts
Scholarships
Event Tickets
Health Center
APA Style Guide
Financial Aid

New technique for case study development published

May 9, 2024

Kevin Parker, ISU professor emeritus, recently published two papers in Communications of the Association for Information Systems (CAIS). Each paper was published by CAIS in their IS Education section, which has a 7% acceptance rate.

Modular Design of Teaching Cases: Reducing Workload While Maximizing Reusability presents a modular case study development concept for better managing the development of case studies. The approach achieves project extensibility through reusable case study modules, while at the same time helping to reduce instructor workload and solution reuse by students. The approach is based on the concept of creating different variations of a case study each semester by adding or replacing existing descriptive modules with new modules.

Wind Riders of the Lost River Range: A Modular Project-Based Case for Software Development focuses on the information technology needs of a simulated specialty sports shop in central Idaho that concentrates on wind sports equipment, like hang gliders, paragliders, and snowkites. The case study consists of a core case that describes both the IT system currently in use and the new system that provides updated business support. Students are tasked with analyzing the system and designing a new system that delivers enhanced functionality. This evolutionary case study is based on the Modular Design of Teaching Cases and consists of the core case and 17 modules that can be swapped in or out of both the current or future system to produce a wide variety of combinations and variations of the case study.

Categories:

Research University News

From Good to Great in Puerto Rico

Taking pedagogical practices to the next level, the challenge, insight + courage + action, developing a high-quality spanish literacy program.

Vimenti School in San Juan, Puerto Rico, is a dual language K-6 school, serving 274 students with 36 teachers. The school is a two-generation project committed to the economic development of families and whose mission is the eradication of child poverty in Puerto Rico. Since the pandemic’s interruptions, Vimenti has focused primarily on strengthening language skills in students’ first language—Spanish. The school’s leaders knew that getting instruction right was critical for their students, as a strong academic foundation is a key factor in ensuring young people have multiple pathways to thriving lives and careers.

While there was potential and readiness for change, the school faced a challenge: How could they elevate teacher practice in Spanish language arts and empower students to become proficient readers, writers, and thinkers in their native language?

Multilingual learners do best when teachers celebrate the linguistic and cultural assets that they bring to the classroom. With that in mind, Vimenti leaders wanted to provide their teachers with concrete models of what high-quality teaching and learning looks like in Spanish. In 2023, they brought in TNTP’s signature in-service teacher professional development program, Good to Great , which strengthens teacher practice by centering high-quality instructional materials and leading teachers through carefully structured cycles of planning, teaching, and reflection. Since 2015, TNTP has led this program with over 700 teachers in 12 states, focusing on multiple subjects and grade-bands and a range of student populations.

Working closely with the leadership team at Vimenti, TNTP began with an analysis of the school’s current instructional landscape for Spanish language arts. This important step helped us better understand the learning environment, the teachers, and the students. Based on that deeper awareness, TNTP created a tailored approach that would coach educators on how they could better meet their students’ needs. The customized professional development and teaching intensive program consisted of three core components:

1. School Landscape Analysis – Listening and Learning:

Led focus groups with teachers
Conducted classroom observations
Completed a curriculum audit
Met with school leaders

2. Professional Development:

Co-constructed an instructional vision
Built deep understanding of teacher identities
Focused on pedagogical practices of close reading and daily writing, effective question sequences and lesson internalization

3. Teaching Intensive:

K-6 teachers implemented one week of lessons during their morning reading block.
Every afternoon teachers participated in reflection and planning sessions to analyze student work and prepare for the next day’s instruction.

We invited educators to dive deeply into the importance of high expectations and grade-appropriate assignments for their students. During the one-week teaching intensive, Vimenti teachers spent the morning reading blocks implementing lessons and devoted the afternoons to reflection and planning sessions.

From Developing Lessons to Lessons Learned

The TNTP team developed grade-appropriate lessons for teachers to implement, offered intensive professional development, accompanied them during their instruction, and facilitated guided reflection of student achievement so they could successfully plan for the next day’s instruction. Seeing students succeed showed Vimenti teachers what their students were capable of, and in turn, raised teachers’ own expectations for how they must structure instruction to boost academic achievement.

Had I seen a [close reading] question like this… I am 95% sure I would have said ‘skip that one, you will not be able to answer it’… but exposing them was good and led to great results.”” — Third-grade teacher, Vimenti School

Higher Teacher Expectations Lead to Increased Student Engagement

When we compared classroom observation data between the first and last observations, the results were dramatic. The percentage of students responsible for thinking in the classroom jumped to 75 percent, a stark contrast from initial observations where this was only observed sparingly if at all. Similarly, work requiring students to use textual details to demonstrate understanding saw similar gains. The percentage of teachers indicating high expectations for their students also increased from 50 percent to 67 percent after the one-week teaching institute.

Horizontal bar chart with the title, "Overall, are all students responsible for doing the thinking in this classroom?" First observation: 25% somewhat; 75% not yet. Second observation: 75% mostly, 12.5% somewhat, 12.5% not yet.

Following the institute, one second-grade teacher shared, “[Students] are more capable than we give them credit for… you realize that they could do it… we put limitations on them ourselves.”

Teachers weren’t the only ones recognizing this mindset shift. We started and ended the program by administering student surveys, to ensure students had a voice in evaluating their academic experiences. Student sentiment improved over the week, with more students reporting that their teachers’ higher expectations encouraged them to do their best in class. Blending high expectations, solid instruction, and grade-level content, including culturally relevant texts, had begun to unlock immense potential for both students and teachers.

Horizontal bar chart with the title, "In general, how high are your teacher's expectations of your performance" Before training: 47% very high; 20% high; 17% somewhat high; 12% a little high; 4% not high. After training: 53% very high; 23% high; 17% somewhat high; 5% a little high; 4% not high.

Through our customized professional learning experience, TNTP created opportunities for Vimenti’s teachers to jumpstart instructional improvement and challenge their expectations of what their students could achieve. Teachers could see the immediate impact of their instructional improvements in real time, and with coaching support, began to shift the ownership of the learning process to their students. In just one week, students wrote significantly longer responses to questions, included more evidence from the text in their answers, and dove into more complex topics, demonstrating a deeper understanding of the texts.

In partnership with school leaders, we ensured Vimenti’s teachers worked with high-quality, culturally relevant texts that were on the appropriate grade level for their students, empowering them to focus on accelerating learning for students, rather than on struggling to catch up from pandemic setbacks. Overall, Vimenti’s teachers and students had the chance to discover and develop new identities for themselves as educators and learners. The strong results give us confidence that the Good to Great summer institute catalyzed a continuous improvement cycle that will have an ongoing impact for Vimenti students.

Stay in the Know

" * " indicates required fields

Kids backpacks hang on hooks in a hallway.

Case Study | May 14, 2024

Good to Great en Puerto Rico

TNTP ofreció desarrollo profesional a docentes de Español de nivel elemental en San Juan, Puerto Rico.

Teacher works at his laptop with a bookshelf behind him.

Blog Post | May 8, 2024

Innovative Educator Prep Program Centers HQIM and Research-Based Teaching Methods

A community college sees increased enrollment in training programs for new teachers and facilitates social mobility by embedding HQIM in their curricula.

Students sit at desks, concentrating on their work with pencils in hand and laptops nearby.

Blog Post | April 29, 2024

How This High School Network Built a System of Support for Multilingual Learners

Ednovate, a network of six high schools in California, coordinates support for multilingual learners by prioritizing their input and involving leadership.

A teacher sits a table surrounded by four students, all looking at the same book.

Blog Post | April 23, 2024

Ask Them to Stay: Data-Backed Teacher Retention Strategies

TNTP’s Insight surveys show that strategies for retaining teachers can be low-cost and as simple as offering positive feedback and asking them to stay.

Case Study | April 22, 2024

Building a New Foundation with High-Quality Instructional Materials

New Jersey’s Passaic Public Schools and TNTP revamp curriculum with strategic selection of bilingual HQIM and see fast results in student mastery of grade-level standards.

Imali Ariyarathne, seventh-grade teacher at Langston Hughes Academy, stands in front of her students while introducing them to the captivating world of science

Imali Ariyarathne, seventh-grade teacher at Langston Hughes Academy, introduces her students to the captivating world of science.

TNTP is the nation’s leading research, policy, and consulting organization dedicated to transforming America’s public education system, so that every generation thrives.

Today, we work side-by-side with educators, system leaders, and communities across 39 states and over 6,000 districts nationwide to reach ambitious goals for student success.

Yet the possibilities we imagine push far beyond the walls of school and the education field alone. We are catalyzing a movement across sectors to create multiple pathways for young people to achieve academic, economic, and social mobility.

Exploring the significant problems confronting secondary schools history education: a baseline study

Open access
Published: 14 May 2024
Volume 3 , article number 52 , ( 2024 )

Cite this article

You have full access to this open access article

Fekede Sileshi Fufa ORCID: orcid.org/0000-0001-6035-8205 1 ,
Abera Husen Tulu ORCID: orcid.org/0000-0002-0408-9028 2 &
Ketebo Abdiyo Ensene ORCID: orcid.org/0000-0001-8492-9340 1

21 Accesses

Explore all metrics

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities.

Social Studies Teachers’ Perspectives on the Differences Between Disciplinary History and School History

The history teacher education process in Portugal: a mixed method study about professionalism development

Why does changing the orientation of history teaching take so long a case study from finland.

Avoid common mistakes on your manuscript.

1 Introduction

History education as an academic discipline has a long history in the world. In the nineteenth century a German historian Leopold von Ranke an indispensable contribution to modernizing history writing [ 1 , p. 2, 2 , p. 171]. Ranke (1795–1886) not only established history as a major discipline, but he also established the idea that all accurate history must be based on primary sources and rigorous methodology [ 1 , p.13, 3 ]. As a result, he is regarded as the father of modern historiography [ 1 , p. 2]. Since the nineteenth century, history education has developed as an independent discipline across the world.

In terms of teaching strategies, evidence shows that teaching approaches play an important role in any subject of study in enhancing students' academic achievements [ 4 , p. 601, 5 ]. Many research findings demonstrate that the approach employed to develop any operation significantly determines the end product [ 6 , p. 7]. Several factors influence students' academic achievement; evidence suggests that teachers are the most essential ones in terms of students’ education and achievements [ 7 , pp. 2633–34]. According to the research findings conducted on student learning, the way teachers engage their pupils is crucial in the teaching and learning process [ 8 , p. 39]. The approaches used by the teacher should be matched to the demands of the students [ 6 , p.7]. Students’ motivation and achievement are mostly dependent on the teachers’ activities [ 9 , p. 15). Several researches have indicated that among the subjects offered in schools, students do have not much interest in history education [ 10 , p. 45]. According to a study conducted on secondary schools, history education has been taught through lectures rather than participatory and student- centred strategies [ 11 , p. 1). According to Kiio [ 11 , pp. 1–2], effective implementation of participatory teaching and learning methodologies can increase students' interest in history education. Issar [ 10 , p. 49] also emphasized the significance of learning history education, stating that learning history education should help students understand the complexities of human lives, the diversity and relationships between different groups, the changes and continuities and connect the past, present, and future events.

Scholars confirm that constructive learning approaches allow students to participate actively in the lessons [ 12 , p. 35]. Since 1980, the theory of social constructivism has been advocated as an effective way of learning and teaching [ 12 , pp. 35–36]. It is a theory developed by Russian psychologist Lev Vygotsky (1896–1934), which holds that individuals are active participants in the creation of their knowledge [ 13 , p.783]. Vygotsky’s social constructivism focuses on pedagogies that encourage active learning, effective and meaningful learning, constructive learning, and learning by doing [ 13 , p.783]. Current research in the field of history education supports the notion that participatory approaches to teaching the subject at the secondary school level are the preferred method for developing the skills required to handle the world's future historiographical needs [ 14 , p. 81]. In several works of literature, interactive teaching approaches are vital in increasing student academic achievement. The purpose of this baseline study is to investigate the significant problems confronting history education in Sebeta government secondary schools.

2 Statement of the problem

History education is frequently a source of public debate, a source of unrest, and a site of struggle over what and how should be taught in schools in Ethiopia [ 15 , p. 2]. National history is taught as a compulsory subject in different countries. Several countries believe that knowing the country’s history is a requirement for all citizens [ 16 , pp. 1–2]. In the case of history education teaching in Ethiopia, for the first time, a history syllabus was included in the education curriculum after 1943 [ 17 , p.87]. However, no specific research on significant problems confronting history education in Ethiopian secondary schools has been conducted. Researchers who have studied the problem of education in Ethiopia have directly and indirectly addressed the issue of history education [ 18 , pp.18–19].

According to research conducted by Resource and Guide [ 19 , p. 8], teaching is important by incorporating 21st-century skills such as critical thinking skills, problem-solving, language proficiency, communication and collaborative skills, cognitive skills, adaptability skills and the ability to make decisions. Furthermore, student-centred teaching method fosters students' comprehension, deep learning, problem-solving, critical thinking, and communication [ 20 , p. 4]. Research conducted on history education has discovered a link between teaching approaches and students' attitudes towards history education [ 21 , p. 3]. A scant study has been conducted on significant problems confronting history education in Ethiopian secondary schools and on approaches more appropriate for teaching history.

This motivated the researchers to conduct research on major problems confronting history education in Ethiopian secondary schools in Sebeta town. To fill this gap, the researchers used a variety of tools to analyze significant problems confront history education in Ethiopian secondary schools in general, and Sebeta town public Secondary School in particular.

Thus, this study attempts to answer the following questions:

What are the most significant problems facing history education at Sebeta town public secondary school?

What are the most common teaching strategies employed at Sebeta town government secondary school?

How is the student’s academic achievement in history at Sebeta public secondary school?

3 Objectives of the study

To find out the most significant problems facing history education at Sebeta Town Government Secondary School.

To identify the most common teaching strategies employed at Sebeta town government secondary school.

To determine a student’s academic achievement in history at Sebeta government secondary school.

4 Literature review

Any research project needs theory to provide direction and help on how things are implemented. Theoretical foundation aids in deciphering the way phenomena happen and the basis of specific actions [ 22 , p. 75]. This research is founded on Vygotsky’s social constructivist learning theory, which supports historical thinking. According to a social learning theory developed by Russian psychologist Lev Vygotsky (1896–1934), individuals are active participants in the development of their knowledge [ 23 , p. 395]. This social constructivism approach places a strong emphasis on pairs and small groups [ 24 , pp.13–15]. According to this theory, students learn primarily through interactions with their classmates, instructors, and parents, whereas teachers are expected to facilitate dialogue in the classroom [ 25 , p. 243]. According to Richard [ 26 , p. 380], good teaching and learning are strongly reliant on interpersonal interaction and conversation, with the primary focus on the student’s understanding of the topic.

Scholarly works reveal that there is very little study on the significant problems confronting history education. The existing scholarly works on teaching approach and students’ learning, on the other hand, demonstrate that there are strong relationships between the effects of teaching strategies and students’ achievement. Sugano and Mamolo [ 27 , p. 827] conducted a study on the “Effects of Teaching Methodologies on Students’ Attitude and Motivation,’’ found that teaching methods had an enormous positive impact (Cohen’s d = 0.379) on student attitude. The study also found that cooperative learning had a greater power than traditional teaching methods in improving students’ positive attitudes, motivation and interest.

History teaching should not only be mastery of the basic content (substantive knowledge) but also enhance the acquisition of subject skills and competencies that will make students learn on their own and manage their own lives and carry it through the adversities of life in society [ 26 , 28 ]. Luka [ 14 , p. VII] discovered in his study, “The Impact of Teaching Methods on Attitudes of Secondary School Students Towards Learning of History in Malawi,” that students in secondary schools have negative attitudes towards learning history. One of the reasons he highlighted is that student-centred techniques of teaching are not regularly used in the subject of history education ( Ibid , [ 29 ]).

Moreover, Mazibuko [ 30 , p. 142] revealed that teaching methods in history education greatly contributed to students' negative perceptions of the subject. He discovered that traditional methods of teaching history utilized by teachers contributed to students decreasing interest in the subject ( Ibid ). Besides, Zhu and Kaiser [ 31 , p. 191] discovered that teaching methods influence students’ motivation, attitudes towards school, willingness to do homework, and confidence in their learning.

In his study on effective teaching in history, Boadu [ 8 , p. 39] discovered that effective teaching of history should bring the subject closer to students’ lives, hearts, and minds. He argued that effective teaching cannot emerge from traditional history teaching, because the teacher lectures on the subject intensely, and students are forced to take and memorize notes.

Silver and Perini [ 32 , p. 16) argued that teachers who use a variety of teaching techniques have well-behaved and motivated students, resulting in high student academic achievement.

Adding to this, according to [ 33 , p. 74], the quality of teaching strategies influences student learning and contributes to a 15 to 20 times improvement in student achievement. These researches highlighted that effective teaching strategies played a crucial influence on student motivation, developing students’ positive attitudes, and improving students’ academic achievement more than traditional teacher-centred approaches. There has been no research undertaken in Ethiopian secondary schools to determine which methodologies could be better appropriate for teaching history. Using the designed study instruments, the researchers examine and determine the significant problems confronting history education in Sebeta government secondary schools.

5 Research methodology

The study was conducted using the constructivist paradigm view with the qualitative research approach. In this study, the researchers utilized a qualitative research approach. The qualitative research approach allows the researchers to conduct an in-depth investigation of the problem under study [ 34 , pp. 177–179, 35 , p. 12]. The qualitative research approach has different specific designs. These are Phenomenology, Ethnography, Narrative inquiry, Case study, Grounded theory and Historical research [ 36 , p. 49]. In this study, the qualitative case study design was used. Case studies are ways to explain, describe, or explore phenomena. According to Hatch [ 37 , p. 37], case studies are the type of qualitative work that investigates a contextualized contemporary phenomenon within specific boundaries. This study was carried out using document analysis, interviews, and classroom observation techniques.

The researchers received the accreditation letter from their institution and submitted it to the relevant authorities to confirm the legality of the research. The letter was then submitted to the Sebeta town’s education office and Sebeta secondary schools to acquire authorization to collect primary data from sampled respondents. The data collection process was started after getting all relevant permits from the authorities. Before interviews with respondents, the researchers described the goal of the study to the participants to acquire their permission. The researchers told participants that the study's primary aim was to collect data for the research titled "The significant problems confronting history education in history education in Sebeta town public secondary schools, Ethiopia." After extensive verbal discussions with the respondents, interviews were conducted with those who expressed full interest in participating in the study.

5.1 Sampling procedure

This study employed a purposive sampling technique. In the first stage, the study site was chosen purposively, which is Sebeta town. In the following step, this baseline study was confined to two out of four government secondary schools in Sebeta town with similar standards, a higher number of students and staff than the others. The schools that were purposely selected for the study are those that have been in existence for a long time, have more experienced staff than others, and are expected to provide firsthand information. Purposive sampling was used to select knowledgeable research participants [ 38 , pp. 512–513]. Because it allows the researcher to select the research participants who were believed informed sources of information, thoughtful, informative, articulate, and experienced with the problem under the study [ 35 , p.142, 39 , pp. 100–114]. The researchers selected individuals who have a good source of information about the issue under study (history education teachers and students [ 39 , p. 100]. In the selected two secondary schools, there are six history education teachers, five males and one female. These teachers were purposefully included in the study. The researchers believed that the experienced teachers who were chosen were useful as a primary source of data because they were familiar with the subject's contents, as well as its problems. Eight top-ten grade ten students from the two schools also took part in the study directly. The researchers believed the top-ten students were able to explain the area of study more accurately than the others. Grade ten students were purposefully chosen for the study. The following are the grounds for choosing grade ten students: First history education in Ethiopia begins in grade nine. Students began studying history education grade nine onwards. Because it is assumed that grade ten students know more about history education contents than grade nine students. Second, it is assumed that grade ten comprises all types of students (higher achievers, moderate, and slow learners), as well as grade 10 students who will choose a major (social sciences and natural sciences) in their future grade eleven. As a result, the researchers opted to gather the finest information from grade ten students to establish their perspectives toward history.

6 Results and discussions

6.1 what are the significant problems facing history education in sebeta town government secondary school, 6.1.1 interviews analysis.

For explanation, the abbreviation SSST stands for “Sebeta Secondary School Teacher”, similarly, BSSST stands for “Burka Sebeta Secondary School Teacher” and the numbers denote the order. As shown in Table 1 , six history education teachers were interviewed for this study. Of the six teachers interviewed, five had more than 15 years of teaching experience. Five of these teachers hold a bachelor's degree and one has an MA in history. Five of the teachers interviewed were male and one was female. During the interviews, the teachers revealed to the researchers that three of the six teachers had an MA in another academic discipline (Table 2 ).

For clarification, the abbreviation SSSS stands for, “Sebeta Secondary School Student”, BSSS, “Burka Sebeta Secondary School Student” and the numbers represent the order. Eight students’ four males and four females from both schools were chosen for the interview of this study.

An interview is one of the data collection instruments that were used to explore the significant problems confronting history education in government secondary schools. An interview allows the researchers to gather information that is directly related to the research objectives [ 40 , p. 411]. It is typically conducted one-on-one with informants who have firsthand experience with the research topic [ 25 , p. 144]. An interview was conducted with six experienced history education teachers, and eight secondary school students to gather adequate data about the topic under investigation.

The researchers began their interview with teachers by asking, “What are the significant problems facing history education in Sebeta town government secondary school?” The researchers interviewed teachers concerning the organization of the history education curriculum. Teacher SSST1’s response to this question is as follows: “I have been teaching history education for 18 years but I have never seen or read the curriculum of history education until today.’’ Furthermore, BSSST1 shared the same point of view saying: “So far, I have not read any history education syllabus or seen what it contains except students’ textbook. There is no available history education syllabus in secondary school for teachers. ” Teacher SSST2 also made a similar note: “We do not have a history syllabus, and the teaching materials that we use to teach students are only students’ textbooks.”

All of the teachers interviewed stated that they did not have a history curriculum and had never utilized it. The researchers found that teachers do not see contents, structures, recommended teaching aids, and methodologies in the history education syllabus and teachers’ guide.

Teachers explained that the history education textbook is divided into three parts: world history, African history, and Ethiopian history. According to the teachers interviewed, the history of the Ethiopian peoples are not written inclusively in students’ textbooks, and Ethiopian history education does not adequately addressed the political, social, and economic history of the Ethiopian people (BSSST1, BSSST2, SSST1, SSSS2, SSST3). However, research work suggests that in multi-ethnic countries, all students should be able to learn about themselves and their culture from the books they learn from Hodkinson et al. [ 41 , p. 3] stated that “all learners must be able to find themselves and their world represented in the books from which they learn.”.

In addition, teachers were asked as history education teaching materials in the same way as other Subjects. To this question, all of the teachers interviewed consistently said no. Teachers claim that “since our country’s political changes, textbooks for all disciplines have been updated three to four times, but history education has not been updated in the same way” (BSSST1, BSSST2, SSST1, SSSS2, SSST3, SSSST4). They demonstrated this to the researchers by referring to the textbook they were using. In this instance, a history grade 10 students’ textbook was published in 2002 GC/1994, reprinted in 2005/1997 and renewed in 2023 after 18 years. According to the teachers interviewed, there has been no detailed reform of history education in terms of adding or removing content, implementing new teaching strategies, or keeping up with the 21st-century world. One interviewed teacher said, ‘’I have been teaching history for 18 years and have not observed any changes in history education contents since I started teaching history education.’’ (SSST1).

The researchers continued their interview with teachers by asking, is the content of the history education curriculum appropriate for the student's abilities? This question is to gather evidence to understand that the content of the history curriculum is appropriate for the student's abilities. Teachers and students were asked this question. When asked about the content of history education in grade ten, teachers made two comments:

Students who did not study history as a subject in elementary school (1st grade to grade eight) may find it more difficult when they begin studying history education as a subject in grade nine (SSST1 and SSST2).

They have been studying in their mother tongue in primary school (grades 1 to 8) and studying in English from grade 9 onwards will make it difficult for students to understand the contents (SSST1 and SSST2). The students interviewed strongly agree with the latter. According to the students, “the content of history is very difficult to understand, history is not like other subjects, it requires proper knowledge of English” SSSS1, SSSS2, BSSSS1 and BSSS2).

Follow-up questions were also raised for teachers, to determine the teaching methods included in the history education curriculum. However, teachers were unable to respond to this question because they were not implementing the teaching practices outlined in the history education curriculum due to a lack of a history syllabus. A well-designed teaching strategy has a crucial role in improving students' academic achievement [ 42 , p. 51–64]. Therefore, teachers teach history using their own teaching and learning methods. When asked what teaching method they used, the teachers stated that they used the lecture teaching method (SSSS1, SSSS2, BSSSS1 and BSSS2). The reason they use lecture methods more than other teaching and learning methods is that the content of history lessons is extensive and the time allocated for history lessons is 80 min per week (SSSS1, SSSS2, BSSSS1 and BSSS2).

6.1.2 Classroom observation analysis

The researchers used lesson observations to obtain firsthand and ‘real' facts and data about the significant problems confronting history education in Sebeta government secondary schools. This is because many people do not want to discuss all topics during an interview [ 43 , p. 117]. The researchers employed the lesson observation checklist, which included activities such as the teacher's teaching strategies, teacher and student activities throughout the session, teacher-student interaction during the lesson, student seating arrangements, and teaching aids used. Using this checklist, the researchers observed the teacher’s teaching practice during the lesson. The researchers observed four different classrooms. The primary aim of this observation was to strengthen the data obtained from teachers and students during an interview. The teachers in all of the classrooms first ask students what they learned in their last class. Aside from that, they only used to give notes and lectures to the students in every class.

Another point that the researchers visited in the classroom was the teachers’ and students’ activities during the lesson. The teachers gave notes, and lectures and many students were busy writing notes. When the teachers lecture the content some students do not pay attention and instead take notes. Some students do not take notes, do not listen and look elsewhere. As observed by the researchers, teacher-student interaction during the lesson is very weak. Based on the observation students' seating arrangements were traditional in that three students' seats occur on a wave which is not convenient for group discussion, group work and collaborative learning.

During classroom observation, there are no teaching aids used in all classrooms visited by the teachers to make the lessons practical.

Finally, based on the findings of the study through classroom observation, traditional methods of teaching and learning in history classrooms are still the dominant teaching strategies in the twenty-first century. Researchers who research teaching strategies confirm that participatory teaching is an effective way to improve students’ academic achievement. Madar and Baban [ 42 , pp. 51–64] also discovered that participatory teaching is a good strategy to develop students’ skills and increase their academic achievements. They added that participatory teaching strategies put students at the centre of the teaching and learning process (p. 51). However, through interviews with teachers, students, and lesson observation, the researchers discovered that teachers are not employing student-centred approaches that are fitting for students' learning and achievement.

The responses of teachers and students are consistent with the literature on strategies for teaching. Researchers who conducted studies on teaching strategies found that the teacher- centred method is a traditional strategy that is not very effective in enhancing student achievement. The findings of this study also agree with Mohammed [ 44 , p. 11] who conducted a study on, “strategies in the teaching of geography …” , and stated that the lecture method of teaching has a negative effect on students’ creativity, critical thinking, ability to produce new ideas, and academic achievement of students. Similarly, this study’s findings also concur with Ezurike [ 45 , pp. 1120–124] conducted a study on, “The Influence of Teacher-Centered and Student-Centered Teaching Methods on Academic Achievement of Students,” which discovered that poor methods, mostly teacher-centred and conventional teaching methods used by teachers, are one of the major factors contributing to students’ poor achievement.

Finally, it is better to conclude that teaching strategies can positively and negatively influence students' academic achievement. If teachers only employ the lecture approach without involving students in the lesson, it may result in low student academic achievement in contrast if teachers employ student-centred strategies students can understand the main point of the lesson and enhance the academic achievement of students.

6.2 How do teaching strategies influence students' academic achievement in Sebeta secondary schools?

To answer this question, the researchers conducted interviews with teachers and students, as well as document reviews and classroom observations. This issue was addressed by both teachers and students. Methods of teaching have a wide range of effects on the academic success of learners. When asked this question, they all had similar answers. According to teachers, good teaching strategies play a significant role in improving students’ academic achievement. They state this as follows:

Using collaborative teaching practices can significantly improve students' academic achievement. Because collaborative instruction is a teaching technique in which students learn together by assisting one another. Higher achiever students support the low achiever learner in this instructional learning process. However, if teachers utilize traditional teaching methods without involving students in the teaching-learning process, students' academic achievement may suffer (BSSST1, SSST2, and SSST3).

However, for a variety of reasons, teachers do not use collaborative teaching strategies to improve the academic achievement of their students. Rather than focusing on improving the academic achievements of students’ teachers are only concerned with completing their content. Furthermore, the student stated that teaching strategy can positively and negatively influence students' academic achievement. According to students:

…if teachers employ interactive teaching strategies during teaching lessons, students can understand the main point of the lesson and profit much from it. In contrast, if teachers exclusively employ the lecture approach without involving students in the lesson, it may result in low student achievement in the subject. Furthermore, students responded with two statements: excellent teaching strategies encourage students’ interest in the subject and are also, critical for improving students' academic achievement (BSSSS1, BSSSS2, SSSS1, SSSS3, and SSSS6).

The teachers were interviewed about teaching methods they implement when teaching a history education lesson. The teachers were asked to mention teaching methods that they always use in teaching history. The majority of the teachers claimed to use lecture approaches when teaching history education lessons. Teachers noted: “huge class sizes and low time allotted to history subjects, making it difficult to apply participator/student-centred methods (BSSST3, SSST, and SSST2). Furthermore, when asked about their teachers’ teaching methods in history class, students stated that “teachers only use teacher-centred strategies (lecture, dictation, note-giving and reading notes on the blackboard)” (BSSSS3, SSSS1, SSSS2).

During the interview all interviewed teachers acknowledged the use of the lecture method in their teaching. The justifications provided for the use of the lecture method include saving time, the convenience of covering content on time and the nature of students. Teachers said, “A lecture method helps the teacher to cover a lot of content in a short period” (SSST1, SSST2, SSST3, SSST4, BSST1, and BSST2). The findings of this study are consistent with the findings of a study conducted by Luka [ 14 , p. 30] on the topic of “the impact of teaching methods on attitudes of secondary school students towards learning of history in Malawi,” which discovered that teachers use boring lecture methods to complete their courses rather than focusing on students' results.

History teachers' perceptions of the use of the participatory approach were very low. Based on the interview conducted with history education teachers they were not interested in using student-center teaching strategies (BSSST1, BSSST2, SSST1, SSST2, SSST3, and SSSST4). Teachers claimed that participatory teaching strategies were time-consuming and unsuitable for large-class settings ( Ibid ). Instead of using participatory teaching strategies teachers choose teacher-centred methods to cover a large portion within a given time.

The researchers interviewed history teachers at Sebeta secondary schools about the challenges that they confront when implementing the participatory approach. The interviewed teachers stated that the time allotted for history education did not correspond to the content (BSSST1, BSSST2, SSST1, SSST2, SSST3, and SSST4). They were unwilling to utilize student-centred teaching methodologies because they believed it would be time-consuming and difficult to cover the contents of the student’s textbooks within the academic year. According to the teachers, the time allotted to history education every week was only two periods (80 min), although history education included more than 246 pages ( Ibid ). Students also stated that teachers frequently employ lecture methods when teaching history lessons. Both teachers and students agree that collaborative learning methods are more beneficial than traditional teaching methods in improving students’ academic achievement (SSST1, SSST2, SSST3, SSST4, BSST1, and BSST2). Teachers claim that "due to the wide range of topics covered in history education, we use lecture methods of teaching rather than participatory approaches" (SSST1, SSST3, BSST1, and BSST2).

6.3 How is the student's academic achievement in history at Sebeta government secondary school? To answer this question, the researchers used document review

6.3.1 document analysis.

Document analysis is part of the qualitative data collection strategy that every researcher engages in throughout the research period. In this research researchers reviewed, history education students’ textbooks, published articles and roasters of students (students’ mark list). The history education achievement of 174 Sebeta government secondary school students scored in grade 9 in 2020/2021 was compared to look at their achievement in grade 10 in 2021/2022. As a result, one student achieved less than 50% out of 100%, 39 students’ scores ranged from 50 to 60 out of 100%, 98 students scored from 61 to 70 out of 100%, 27 students scored between 71 and 80 out of 100%, 8 students scored between 81 and 90 out of 100%, and 1 student scored between 91 and 100, in grade nine. In grade 10, 11 students scored below 50, 103 students scored between 50 and 60, 45 students scored between 61 and 70, 9 students scored between 71 and 80, 4 students scored between 81 and 90, and 2 students scored between 91 and 100 out of 100%.

Based on this analysis, we can witness students’ achievement in two ways. The first is that in grade 9, 138 out of 174 students scored less than 70% out of 100% and the results of students scoring from 70 to 100% declined significantly. The second point to mention is that student achievement in history education has been highly declining at the subsequent grade level. In Grade 10, the number of students scoring less than 50% grew, and 159 out of 174 students scored less than 70% in history education. This indicates students' achievement in history in grade 9 decreased in grade 10. This suggests that students' achievement in history education was inadequate. Following the analysis of student achievement, interviews were conducted with students and teachers to identify why students' achievement in history education was so low.

7 Conclusion and recommendations

Research shows that teaching strategies are a crucial aspect in successful learning because they enable learners to learn, create, and take a proactive attitude towards learning. The significant issues confronting history education have been identified were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time and Lack of teachers’ understanding of employing creative teaching strategies to improve students’ academic progress. Despite this, the study found that teachers in Sebeta government secondary schools use the teacher-centered lecture approach rather than interactive or student-centered strategies, which are recommended for students' learning. Teachers were cognizant of student-center teaching and learning improved student achievement. Conversely, teachers are hesitant to adopt participatory teaching methodologies due to the vastness of history textbooks and the lack of time provided to history education to cover bulky texts. As a result, they employ teaching approaches that they believe will allow them to complete the history education contents in the allocated time rather than focusing on enhancing students' academic achievement.

Furthermore, the study also found out that teachers are reluctant to use participatory student-centred learning methods because the two periods per week allocated (80 min) to teaching history education are not enough to cover a wide range of history education content. They believe participatory student-center teaching is ineffective in large classrooms and takes more time than the lecture method. Such thinking stems from a lack of understanding (imparting knowledge) on the use of innovative teaching strategies. The researchers examined the lecture teaching approach that students had learned as well as their results. Several students' achievement in history education shows below 70% out of 100% at Sebeta government secondary schools. The main reason for this low achievement is the teachers’ teaching strategies (the use of teacher-centred approach) to teaching history education to complete a wide content within the allotted time. Teachers do not consider which strategies could improve students’ achievement rather than focus on completing their content. This has also resulted in students’ negative attitudes towards the subject.

The outcomes of this study can serve as the foundation for future research in academic and professional studies. This discovery is notable for the fact that teaching and learning approaches influence students' academic achievement in both directions. Accordingly, if teachers only employ the lecture approach without involving students in the lesson, it may result in low student academic achievement in contrast if teachers employ student-centred strategies students can understand the main point of the lesson and enhance the academic achievement of students.

Thus, for future studies intervention exprimental research in history education is required to measure the extent to which participatory methods of instruction increase the academic achievement of students over teacher-centred strategies. More research, according to the researchers, should be conducted using participatory teaching methods in one classroom and lecture methods in others to determine to what extent participatory teaching methods improve the academic achievement of students when compared to teacher-centred strategies. Following the findings, researchers provided the following recommendations: national and regional education experts should collaborate closely in making history education content inclusive, as well as training history education teachers in the use of participatory teaching approaches. Curriculum experts should effectively organize the breadth of history education contents. To ensure that students learn successfully, the relevant authorities should rigorously monitor the state of the teaching and learning processes in general and history education in particular.

Data availability

The data of this study is the primary source, which is the roster of students' results and education policies. The student results/ marks analyzed for this study are from two Sebeta town public secondary schools: Sebeta secondary school and Burka Sebeta secondary school and Ethiopian education policies. So, the data are available from the corresponding author upon reasonable request from anyone.

Andreas D. Leopold von Ranke on Irish history and the Irish nation. Cogent Arts Hum. 2017;4:1. https://doi.org/10.1080/23311983.2017.1314629 .

Article Google Scholar

Stern F. History as an academic discipline. Engl Hist Rev. 1970. https://doi.org/10.1007/978-1-349-15406-7_11 .

Vierhaus R. Leopold von Ranke. Encyclopedia Britannica; 2022. https://www.britannica.com/biography/Leopold-von-Ranke .

Hobbs L, Porsch R. Teaching out-of-field: challenges for teacher education. Eur J Teach Educ. 2021;44(5):601–10. https://doi.org/10.1080/02619768.2021.1985280 .

Schneider M, Preckel F. Variables associated with achievement in higher education: a systematic review of meta-analyses. Psychol Bull. 2017;143(6):565–600. https://doi.org/10.1037/bul0000098 .

Hirsh A, Nilholm C, Roman H, Forsberg E, Sundberg D. Reviews of teaching methods which fundamental issues are identified? Educ Inquiry. 2022;13:1. https://doi.org/10.1080/20004508.2020.1839232 .

Chetty R, Friedman JN, Rockoff JE. Measuring the impacts of teachers II: teacher value-added and student outcomes in adulthood. Am Econ Rev. 2014;104:9.

Google Scholar

Boadu G. Effective teaching in history: the perspectives of history student—teachers. Int J Hum Soc Sci. 2015;3:1.

Han J, Yin H. Teacher motivation: definition, research development and implications for teachers. Cogent Educ. 2016;3(1):1–18. https://doi.org/10.1080/2331186X.2016.1217819 .

Issar K. Students’ attitude towards studying history and teaching practices. Educ Quart Rev. 2021;4(3):45–50. https://doi.org/10.31014/aior.1993.04.03.316 .

Kiio MN. A critical study of methods and materials used to teach History and Government in secondary schools in Kenya (Doctoral dissertation, Doctoral dissertation); 2012.

Zajda J. Constructivist learning theory and creating effective learning environments. Glob Comp Educ Policy Res. 2021. https://doi.org/10.1007/978-3-030-71575-5_3 .

Gogus A. Constructivist learning. Encyclopedia of the Sciences of Learning. 2012. https://doi.org/10.1007/978-1-4419-1428-6_142 .

Luka MJB. Impact of teaching methods on the attitude of secondary school students toward the learning of history in Malawi: a case study of some schools in Shire Highland Education Division (SHED) (Doctoral dissertation, Mzuzu University); 2018.

Awgichew S, Ademe E. History education for nation-building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and the USA: a comparative analysis. Cogent Educ. 2022;9:1. https://doi.org/10.1080/2331186X.2022.2113210 .

Jemal M. The challenge of teaching Ethiopian history in Ethiopian high schools: the case of the Ethiopian Somali Region. Jigjiga University; 2014.

Fisseha A. An investigation of history teaching in Ethiopian senior secondary schools. Ethiop J Educ. 1992;13(1):89–93.

Negash T. The crisis of Ethiopian education: some implications for the nation- building, vol. 29. Nordic Africa Institute; 1990.

Resource A, Guide P. 21st Century skills, education & competitiveness. Partnership for 21st Century Skills; 2008.

Walters K et al. An up-close look at student-centered math teaching: a study of highly regarded high school teachers and their students . American Institutes for Research; 2014. https://eric.ed.gov .

Agiro T. Factors affecting teaching history in senior secondary schools, in Addis Ababa. M.Ed Thesis: Kenyatta University; 1990. http://ir-library.ku.ac.ke/handle/123456789/13926 .

Schull E. Theoretical foundations. Standards Futures Res. 2022. https://doi.org/10.1007/978-3-658-35806-8_9 .

Schreiber LM, Valle BE. Social constructivist teaching strategies in the small group classroom. Small Group Res. 2013;44(4):395–411. https://doi.org/10.1177/1046496413488422 .

Johnson M, Bradbury T. Contributions of social learning theory to the promotion of healthy relationships: asset or liability? J Fam Theory Rev. 2015;7(1):13–27. https://doi.org/10.1111/jftr.12057 .

Punch KF. Introduction to research method in education. Gosport: Ashford Colour Press Ltd; 2009.

Prawat R. Teachers’ beliefs about teaching and learning: a constructivist perspective. Am J Educ. 1992;100:3. https://doi.org/10.1086/444021 .

Sugano SGC, Mamolo LA. The effects of teaching methodologies on Students’ attitude and motivation: a meta-analysis. Int J Instr. 2021;14(3):827–46. https://doi.org/10.29333/iji.2021.14348a .

Phillips I. Teaching history: developing as a reflective secondary teacher. Los Angeles: Sage; 2008.

Book Google Scholar

Nyamwembe EO, et al. Attitudes of students towards studying history and government in some selected secondary schools in Mosocho Division. Kisii. J Educ Pract. 2003;4:11.

Mazibuko EZ. Developments in history teaching at the secondary school level in Swaziland: lessons from classroom research. Yesterday and today; 2008

Zhu Y, Kaiser G. Impacts of classroom teaching practices on Students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching Insights. ZDM Math Educ. 2022;54:581–93. https://doi.org/10.1007/s11858-022-01343-9 .

Silver HF, Perini MJ. The eights Cs of engagement: how learning styles and instructional design increase students’ commitment to learning. On excellence teaching; 2010. p. 1–18.

Hussar KM, Horvath JC. Do children play fair with mother nature? understanding children’s judgments of environmentally harmful actions. J Environ Psychol. 2011;31:309–13. https://doi.org/10.1016/j.jenvp.2011.05.001 .

Creswell J. Qualitative inquiry & research design: choosing among five approaches. 3rd ed. Thousand Oaks: Sage Publications; 2013.

Mills GE, Gay LR. Education research: Competencies for analysis and applications. London: Pearson Education; 2016. https://doi.org/10.37074/jalt.2018.1.2.14 .

Johnson RB, Christensen L. Educational research, qualitative, quantitative and mixed approaches. 5th ed. Los Angeles: Sage Publication Inc.; 2014.

Hatch A. Doing qualitative research in an educational setting. New York: State University of New York Press; 2002.

Kirkbride R. A guide to practitioner research in education. Educ Res Eval. 2012;18(5):512–3. https://doi.org/10.1080/13803611.2011.643361 .

Patten ML. Understanding research methods: an overview of the essentials. 10th ed. Routledge; 2017. https://doi.org/10.4324/9781315213033 .

Cohen L, Manion L, Morrison K. Research methods in education. Seventh education. Routledge; 2011.

Hodkinson A, Ghajarieh A, Salami A. An analysis of the cultural representation of disability in school textbooks in Iran and England’. Education 3–13: international journal of primary, elementary and early years education; 2016.: https://www.researchgate.net/publication/301271604_An_analysis_of_the_cultural_representation_of_disability_in_school_textbooks_in_Iran_and_England

Muresan-Madar A, Băban A. The development and piloting of a CBT group program for postpartum depression. J Evid Based Psychother. 2015;15(1):51–64.

Merriam. 30 Things you can do to promote creativity. Open Colleges; 2012.

Ayalew M. Strategies in the teaching of Geography in higher education preparatory secondary schools of Ethiopia. PhD Dissertation, University of South Africa; 2015.

Precious EC, Feyisetan AVA. Influence of teacher- centred and student-centered teaching methods on the academic achievement of post—basic students in biology in Delta State, Nigeria. Teach Educ Curr Stud. 2020;5(3):120–4. https://doi.org/10.11648/j.tecs.20200503.21 .

Download references

Author information

Authors and affiliations.

Department of History and Heritage Management, Jimma University, Jimma, Ethiopia

Fekede Sileshi Fufa & Ketebo Abdiyo Ensene

Department of Teachers Education, Jimma University, Jimma, Ethiopia

Abera Husen Tulu

You can also search for this author in PubMed Google Scholar

Contributions

Corresponding Author of the article: Fekede Sileshi Fufa. Abera Husen (PhD, Assistant Professor). Ketebo Abdiyo (PhD, Associate Professor). Authors’ contribution statements 1. Initially, Fekede Sileshi convinced Abera Husen and Ketebo Abdiyo as the study should be conducted. 2. Then, Abera Husen devised the study's theory. 3. Fekede Sileshi and Ketebo Abdiyo verified the analytical methods of the study. 4. Abera Husen encouraged Fekede Sileshi to investigate the study. 5. Ketebo Abdiyo supervised the overall findings of this work.

Corresponding author

Correspondence to Fekede Sileshi Fufa .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Below is the link to the electronic supplementary material.

Supplementary Material 1.

Supplementary material 2., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Fufa, F.S., Tulu, A.H. & Ensene, K.A. Exploring the significant problems confronting secondary schools history education: a baseline study. Discov Educ 3 , 52 (2024). https://doi.org/10.1007/s44217-024-00132-8

Download citation

Received : 05 August 2023

Accepted : 06 May 2024

Published : 14 May 2024

DOI : https://doi.org/10.1007/s44217-024-00132-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Academic achievement
Participatory teaching
Teaching strategies
Traditional teaching
Find a journal
Publish with us
Track your research

COMMENTS

Case Studies
Print Version. Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible.
Making Learning Relevant With Case Studies
1. Identify a problem to investigate: This should be something accessible and relevant to students' lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers. 2. Give context: Think of this step as a movie preview or book summary.
Using Case Studies to Teach
A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in: Problem solving. Analytical tools, quantitative and/or qualitative, depending on the case. Decision making in complex situations.
Case-Based Learning
The National Center for Case Study Teaching in Science, University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business. A Journal of Teaching Cases in Public Administration and Public Policy, University of Washington.
Case Method Teaching and Learning
Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3. Cases are real or invented stories 4 that include "an educational message" or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.
Writing a case
Writing a case. Farooqui, S., 2021. A Short Guide to Writing and Teaching Inclusive Cases, Harvard T.H. Chan School of Public Health. Developed by 2020-2021 Harvard Chan Equity, Diversity, and Inclusion Fellow Sana Farooqui (MPH 2021), this guide provides suggestions for case writers and course instructors on writing and selecting cases ...
Writing a "Teaching" Case Study: 10 Easy Steps
Teaching notes are available as supporting material to many of the cases in the Harvard Chan Case Library. Teaching notes provide an overview of the case and suggested discussion questions, as well as a roadmap for using the case in the classroom. Access to teaching notes is limited to course instructors only.
Case Studies: Bringing Learning to Life and Making Knowledge Stick
Published: 5/10/2024. Learning by doing is a highly effective and proven strategy for knowledge retention. But sometimes, learning about others who have "done"—using case studies, for example—can be an excellent addition to or replacement for hands-on learning. Case studies―a vital tool in the problem-based learning toolkit—can ...
Getting Started with Case Teaching
Students develop valuable skills in speaking extemporaneously on topics, making connections, and doing analysis in real time. These benefits apply at the undergraduate, MBA, specialized masters, doctoral, and executive education levels. Teaching with cases is a powerful way to "flip" your classroom, using your time with students to grapple ...
Teaching by the Case Method
Case Method in Practice. Chris Christensen described case method teaching as "the art of managing uncertainty"—a process in which the instructor serves as "planner, host, moderator, devil's advocate, fellow-student, and judge," all in search of solutions to real-world problems and challenges. Unlike lectures, case method classes unfold ...
Teaching with Case Studies
Teaching with Case Studies. The Case Study method is based on focused stories, rooted in reality, and provides contextual information such as background, characters, setting, and enough specific details to provide some guidance. Cases can be used to illustrate, remediate, and practice critical thinking, teamwork, research, and communication skills.
Case-Based Learning
To develop analytic, communicative and collaborative skills along with content knowledge. ... The National Center for Case Study Teaching in Science provides an award-winning library of over 410 cases and case materials while promoting the development and dissemination of innovative materials and sound educational practices for case teaching in ...
Creating effective scenarios, case studies and role plays
Printable Version (PDF) Scenarios, case studies and role plays are examples of active and collaborative teaching techniques that research confirms are effective for the deep learning needed for students to be able to remember and apply concepts once they have finished your course. See Research Findings on University Teaching Methods.
What the Case Study Method Really Teaches
What the Case Study Method Really Teaches. Summary. It's been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study ...
Write a teaching case study
Register on the Emerald Cases Hub to access free resources designed by case-writing experts to help you write and publish a quality case study. Develop your skills and knowledge with a course on writing a case study and teaching note, view sample cases, or explore modules on teaching/leaning through the case method.
Basic Tips on How to Write a Case Study
Choose the situation on which to write. Gather as much information as possible about the situation. Analyze all of the elements surrounding the situation. Determine the final solution implemented. Gather information about why the solution worked or did not work. From these steps you will create the content of your case study.
Case Studies
To help you get started using case studies in the classroom, a number of tasks should be considered. Following this list are tasks to help you prepare students as they participate in the case study. Identify a topic that is based on real-world situations; Develop the case that will challenge students' current knowledge of the topic
Case Study-Based Learning
Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time. The learner is given details about the situation, often in a historical context.
Full article: Supporting students to engage with case studies: a model
The findings from all stages allowed a model for case study teaching to be developed, as a guide for educators. The key considerations for educators are that applicable, relevant and real-life case studies effectively support engagement and learning. Furthermore, focused case studies are preferred, with greater depth than breadth.
Case Study Teaching Method Improves Student Performance and Perceptions
INTRODUCTION. The case study teaching method is a highly adaptable style of teaching that involves problem-based learning and promotes the development of analytical skills ().By presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems, case studies facilitate development of the higher levels of Bloom ...
Case Study Analysis as an Effective Teaching Strategy: Perceptions of
Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills.Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program.
Teaching with Case Studies to Develop Clinical Reasoning
Teaching with Case Studies to Develop Clinical Reasoning. Owen, M.I. (2017). A case study scavenger hunt for senior nursing students. Journal of Nursing Education, 56 (3), 191. doi: 10.3928/01484834-20170222-13. Describes the use of a case study and simulation used with a group of senior nursing students in a synthesis seminar.
Developing 21st century teaching skills: A case study of teaching and
The researcher in this study integrated Project-based curriculum design principles into a University-based graduate program for secondary school educators. This paper, describes teachers' professional learning experiences in a graduate-level course focused on developing 21 st Century teaching skills. This study had three research questions:
PDF How to write a Teaching Note
Writing a teaching note is arguably the most-important element of writing any teaching case. A well-written case study is nothing without equally well-written guidelines for instructors. Emerald Emerging Markets Case Studies (EEMCS) receives many good cases which unfortunately have to be revised because the Teaching Note is not up to our ...
New technique for case study development published
Modular Design of Teaching Cases: Reducing Workload While Maximizing Reusability presents a modular case study development concept for better managing the development of case studies. The approach achieves project extensibility through reusable case study modules, while at the same time helping to reduce instructor workload and solution reuse ...
From Good to Great in Puerto Rico
Vimenti School in San Juan, Puerto Rico, is a dual language K-6 school, serving 274 students with 36 teachers. The school is a two-generation project committed to the economic development of families and whose mission is the eradication of child poverty in Puerto Rico. Since the pandemic's interruptions, Vimenti has focused primarily on ...
Exploring the significant problems confronting secondary schools
The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students ...
PowerSchool Schoology Learning
PowerBuddy for Learning. PowerBuddy for Learning is the personal assistant for teaching and learning. PowerBuddy makes educators' lives easier by helping them easily create high-quality assignments and instructional content. Students benefit from an always-available personalized assistant to support them in the way they choose to learn.
Collaborative Online International Learning in Physiology: A Case Study
Internationalisation in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves ...
Constructing and Validating Authentic Assessments: The Case of a New
The purpose is to develop a curricular valid measurement instrument for surveying the current state of economic literacy in the 8th grade of a German federal state. This study explores which economic competencies students--typically between 14 and 15 years of age--possess in Grade 8, and ... The Case of a New Technology-Based Assessment of ...

Center for Teaching

Teaching Guides

Quick Links

Making Learning Relevant With Case Studies

Teaching With Case Studies

4 Tips for Setting Up a Case Study

Problem-Based Teaching Resources

Case-Based Learning

What are case studies?

How to use cases for teaching and learning

Additional information

You may also be interested in:

Case Method Teaching and Learning

On this page:

Why use the Case Method?

The CTL is here to help!

Case Method Teaching and Learning at Columbia

Additional resources

Columbia Resources

Center for Teaching and Learning

Office of the Provost

Explore our teaching resources.

CTL resources and technology for you.

harvardchan_logo.png

Harvard T.H. Chan School of Public Health Case-Based Teaching & Learning Initiative

Access to teaching notes

Using the Harvard Business Publishing site

Filter cases

Case availability & pricing

Case discipline/subject

Geographic focus

Case keywords

Supplemental teaching material

Author affiliation

Health condition

Filter resources

Resource topic

Case Studies: Bringing Learning to Life and Making Knowledge Stick

Case studies complement theoretical information

Case studies can be what you want them to be, but they should follow a formula

Case studies – get started

Accounting, 29e

Guide to Computer Forensics and Investigations, 7e

Business Ethics: Case Studies and Selected Readings, 10e

Anatomy & Physiology, 1e

Psychopathology and Life: A Dimensional Approach, 11e

Understanding Psychological Disorders Enhanced, 12e

Policing in the US: Past, Present, and Future, 1e

Public Speaking: The Evolving Art, 5e

Theory and Practice of Counseling and Psychotherapies, 11e

Related articles

Getting Started with Case Teaching

Understand the Why

Consider Where Cases Will Fit Best

Prepare Your Teaching Plan

Prepare Your Students, Too

More Key Topics

Teaching by the Case Method

Case Method in Practice

Christensen Center Tip Sheets

Curriculum Innovation

Game Simulations

Teaching with Case Studies

Case Study Analysis Process

How to Write a Case Study

Problem-Based Learning (PBL)

Share This Book

Search type

Main navigation 4plus items

Case-Based Learning

Why Use Case-Based Learning?

Teaching Strategies for Case-Based Learning

Formats for Cases

Managing a Case Assignment

Designing Case Study Questions

Managing Discussion and Debate Effectively

Select Books available through the Queen's Library

Online Articles

Websites and Online Case Collections

Creating effective scenarios, case studies and role plays