case study format for social work students

Case Presentations and the ASWB Exam (Including Templates!)

Agents of change.

• April 26, 2023

Welcome to our comprehensive guide on case presentations and their importance in the ASWB (Association of Social Work Boards) licensing exam! As a Social Worker, you’ll often find yourself presenting cases to your peers, supervisors, and other professionals to discuss and evaluate your client’s needs and progress. Mastering case presentations is not only essential for your day-to-day practice, but it also plays an important role in your journey to becoming a licensed Social Worker.

In this blog post, we’ll explore the ins and outs of case presentations, breaking down their significance in the field of Social Work and the components that make them effective. We’ll also offer practical tips and strategies for preparing and delivering a successful case presentation, as well as delve into how these presentations are tested on the ASWB licensing exam. By the end of this post, you’ll have a solid understanding of case presentations and their relevance to your exam preparation and professional growth. So, let’s get started!

Case Presentation Overview

Case presentations hold a significant place in the Social Work profession, as they serve multiple essential purposes in both clinical and non-clinical settings. Let’s explore some of the key reasons why case presentations are so important for Social Workers:

• Collaboration and Supervision: Case presentations provide a platform for Social Workers to discuss their clients’ cases with colleagues, supervisors, and other professionals. These discussions facilitate collaborative problem-solving, allowing the team to brainstorm and identify the most suitable interventions and resources for the client. Supervisors can also use case presentations as a tool to guide, mentor, and ensure the quality of practice among their supervisees.
• Assessment and Diagnosis: Presenting a case requires a thorough and accurate assessment of the client’s situation, including their strengths, challenges, and needs. This process helps Social Workers hone their assessment and diagnostic skills, enabling them to better understand their clients and provide appropriate services.
• Treatment Planning and Evaluation: Case presentations involve outlining the intervention and treatment plans for clients, as well as evaluating their progress. This encourages Social Workers to think critically about their approaches, assess the effectiveness of their interventions, and make adjustments as needed to ensure the best possible outcomes for their clients.
• Professional Development: Preparing and delivering case presentations allows Social Workers to practice their communication, organization, and critical thinking skills. These presentations also provide opportunities to receive feedback from peers and supervisors, fostering continuous learning and professional growth.
• Ethical Practice and Accountability: Presenting cases to others promotes transparency and accountability within the profession. It ensures that Social Workers adhere to the Code of Ethics, maintain confidentiality, and provide services in the best interest of their clients.
• Interdisciplinary Collaboration: Social Work often involves working with professionals from various disciplines, such as psychology, psychiatry, nursing, and education. Case presentations serve as an effective means of communication between different professionals, helping to coordinate care and ensure that the client’s needs are comprehensively addressed.

Key Components of Case Presentations

An effective case presentation in social work should be well-organized, concise, and focused on the most relevant information pertaining to the client’s situation. Here are the key components that should be included in a case presentation:

• Identifying Information: Begin by providing general, non-identifying information about the client, such as age, gender, race, ethnicity, and marital status. Remember to maintain confidentiality and adhere to the Code of Ethics when sharing this information.
• Presenting Problem: Describe the client’s primary concern or reason for seeking Social Work services. This may include specific symptoms, difficulties, or circumstances that the client is currently experiencing.
• History of the Problem: Provide a brief overview of the development and progression of the presenting problem. This should include any relevant events, experiences, or factors that may have contributed to the current situation.
• Relevant Social, Family, and Medical History: Discuss any significant social, family, or medical history that may be relevant to the presenting problem. This may include information about the client’s family structure, relationships, support systems, education, employment, housing, and physical or mental health history.
• Assessment and Diagnosis: Based on the information gathered, present your assessment of the client’s needs, strengths, and challenges. If applicable, provide a formal diagnosis according to the DSM (Diagnostic and Statistical Manual of Mental Disorders) or ICD (International Classification of Diseases) criteria.
• Intervention and Treatment Plan : Outline the proposed intervention and treatment plan for the client, including specific goals, objectives, and strategies. This may involve a combination of therapeutic approaches, referrals to additional services, or collaboration with other professionals.
• Progress and Evaluation: Discuss any progress that has been made since initiating the intervention or treatment plan, as well as any challenges or barriers that have arisen. Explain how you will evaluate the effectiveness of your interventions and determine the need for any adjustments or modifications to the plan.

Case Presentation Template Examples

• Case Presentation Template from California State University
• Case Presentation Template from Sage Publications
• Case Presentation Template from Syracuse University
• Case Presentation Template from the University of North Carolina

Tips for Preparing and Delivering a Case Presentation

Preparing and delivering a successful case presentation requires organization, clarity, and practice. Here are some practical tips and strategies to help you effectively present your cases in a professional setting and on the ASWB licensing exam:

• Be concise and organized: Create an outline or a template that includes all the key components of a case presentation. This will help you present the information in a logical and structured manner. Make sure to be concise and focus on the most relevant details, avoiding unnecessary jargon or lengthy explanations.
• Focus on the most relevant information: When presenting a case, it’s crucial to prioritize the information that is most pertinent to the client’s situation and the questions being asked. Highlight the main issues, challenges, and concerns, as well as any significant findings or patterns in the client’s history.
• Use professional language : Ensure that your presentation is professional and respectful by using appropriate terminology and avoiding colloquial expressions or slang. Be sensitive to issues related to culture, race, and ethnicity, and always maintain client confidentiality.
• Anticipate potential questions: Consider the questions that your audience may ask about the case, and be prepared to provide additional information or clarifications. This will demonstrate your thorough understanding of the client’s situation and your ability to think critically about the case.
• Practice the presentation: Rehearse your case presentation several times, either alone or with a trusted colleague, to build your confidence and fluency. This will also help you identify any areas that may need clarification or improvement. Practicing with a timer can be helpful to ensure that your presentation stays within the allotted time.
• Engage your audience : During your presentation, maintain eye contact with your audience, speak clearly, and project your voice. Encourage questions and feedback, and be open to suggestions and alternative perspectives.
• Reflect on feedback and adjust accordingly: After presenting your case, take the time to reflect on the feedback you received from your audience. Consider how you can incorporate their suggestions and insights into your future presentations and practice.

Case Presentations on the ASWB Licensing Exam

The ASWB licensing exam is designed to assess your competency in various aspects of Social Work practice, including your ability to analyze and address case scenarios effectively. Case presentations are an important part of the exam, as they allow you to demonstrate your understanding of Social Work concepts, theories, and interventions in real-life situations. Here’s what you need to know about case presentation questions on the exam and how to approach them:

• Reading and understanding the case scenario: Each case presentation question will provide you with a brief case scenario that describes a client’s situation, background, and presenting problem. Carefully read the scenario, paying close attention to the most relevant details and issues. Make sure you have a clear understanding of the client’s needs, strengths, and challenges before attempting to answer the question.
• Identifying the key issues in the case: Once you have a thorough understanding of the case scenario, identify the main issues that need to be addressed in the context of Social Work practice. This may include ethical concerns, assessment and diagnosis, intervention and treatment planning, or evaluation and progress monitoring.
• Choosing the best response based on the available options: The exam question will typically present you with multiple-choice options that represent possible courses of action or decisions in response to the case scenario. Carefully consider each option, and select the one that best aligns with Social Work principles, ethics, and best practices. Keep in mind that there may be more than one “good” answer, but you need to choose the “best” option based on the information provided.
• Practicing with sample questions and case scenarios : To prepare for case presentation questions on the ASWB licensing exam, practice with sample questions and case scenarios that cover a wide range of topics and situations. This will help you familiarize yourself with the exam format, as well as refine your critical thinking and decision-making skills in the context of Social Work practice.

Practice ASWB Exam Questions on Case Presentations

Question 1: A Social Worker is presenting a case involving a 16-year-old female client who is experiencing difficulties at school, family conflicts, and symptoms of depression. The Social Worker wants to recommend an intervention that will address multiple aspects of the client’s life, including her relationships, communication, and emotional well-being. Which of the following interventions would be most appropriate?

A) Family therapy B) Group therapy for depression C) Individual psychoanalytic therapy D) Art therapy

Rationale: Family therapy is an intervention that focuses on improving communication, relationships, and problem-solving within the family system. Given the client’s difficulties with school and family conflicts, in addition to her depressive symptoms, family therapy would be the most comprehensive and appropriate intervention to address multiple aspects of her life. Options B, C, and D may be helpful in addressing some specific aspects of the client’s situation, but they do not provide the same level of holistic support and intervention as family therapy.

Question 2: A Social Worker is preparing a case presentation on a 45-year-old male client experiencing job-related stress, relationship issues, and symptoms of depression. The Social Worker wants to ensure that their presentation is comprehensive and informative for their colleagues. What should the Social Worker prioritize when presenting the case?

A) Focus on the client’s job-related stress, as it is the primary concern. B) Provide an in-depth analysis of the client’s relationship issues to uncover the root causes. C) Present a detailed timeline of the client’s life events to establish context. D) Provide an overview of the client’s presenting issues, relevant history, and proposed interventions.

Correct Answer: D.

Rationale: When presenting a case, it is important to provide a comprehensive and balanced overview of the client’s situation. This includes discussing their presenting issues, relevant history, and proposed interventions. By doing so, the Social Worker ensures that their colleagues have enough information to contribute to the discussion and offer valuable insights. Options A, B, and C are more narrowly focused on specific aspects of the case, which may not provide a complete picture of the client’s situation and needs.

Master Your Understanding of Case Presentations

Case presentations play a vital role in the field of Social Work, both in practice and in preparing for the ASWB licensing exam. They allow Social Workers to demonstrate their understanding of client situations, apply their knowledge of Social Work principles and interventions, and engage in meaningful collaboration with their colleagues.

By understanding the importance of case presentations, incorporating the key components, following tips for preparing and delivering effective presentations, and practicing with case scenarios, Social Workers can enhance their skills and improve their performance on the ASWB licensing exam.

Remember to utilize case presentation templates to create a structured and organized approach when presenting cases to your peers or supervisors. These templates can be tailored to suit individual preferences and case requirements, ensuring that you effectively convey the most pertinent information about your client’s situation. By honing your case presentation skills, you not only contribute to your professional development but also become better equipped to advocate for and support your clients in their journey toward well-being.

For more content, resources, and practice questions like the ones discussed in this blog post, visit www.agentsofchangeprep.com . With our comprehensive materials and expert guidance, you’ll be well-prepared for the ASWB exam and ready to excel in your Social Work practice!

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► Learn more about the Agents of Change course here: https://agentsofchangeprep.com

About the Instructor, Meagan Mitchell: Meagan is a Licensed Clinical Social Worker and has been providing individualized and group test prep for the ASWB for over five years. From all of this experience helping others pass their exams, she created the Agents of Change course to help you prepare for and pass the ASWB exam!

Find more from Agents of Change here:

► Facebook Group: https://www.facebook.com/groups/aswbtestprep

► Podcast: https://anchor.fm/agents-of-change-sw

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Disclaimer: This content has been made available for informational and educational purposes only. This content is not intended to be a substitute for professional medical or clinical advice, diagnosis, or treatment

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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A Case for Case Studies in Social Work Research

Jane F. Gilgun, PhD, LICSW, is associate professor, School of Social Work, University of Minnesota, 224 Church Street, SE, Minneapolis, MN 55455.

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Jane F. Gilgun, A Case for Case Studies in Social Work Research, Social Work , Volume 39, Issue 4, July 1994, Pages 371–380, https://doi.org/10.1093/sw/39.4.371

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Case study research is a good fit with many forms of social work practice. Although disparaged as uncontrolled and uninterpretable, the case study has great potential for building social work knowledge for assessment, intervention, and outcome. This article defines case study research, presents guidelines for evaluating case studies, and shows the relevance of case studies to social work research. Guidelines for evaluation also are guidelines for developing and interpreting case studies that will meet the rigorous demands of scientific research and be useful to social work practitioners.

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Case Study Examples Social Work: Real-Life Insights

In the field of social work, case studies play a crucial role in educating and training future professionals. These real-life scenarios provide valuable insights into the varied issues that social workers confront and the strategies they employ to address them.

Table of Contents

In this article, we will explore case study examples in social work, focusing on how social workers assess and intervene in different situations. We will also discuss the importance of ethical considerations and the impact of intervention strategies on outcomes.

What is a Case Study?

A case study is an in-depth analysis of a particular individual, family, or community, aiming to understand the complexities of their situation and the challenges they face. It provides an opportunity for social workers to apply theories, skills, ethics, and supervision to real-life scenarios.

By examining case studies, social workers can learn from effective intervention strategies, ethical considerations, and the outcomes achieved.

Importance of Case Studies in Social Work Education

Case studies are an integral part of social work education programs, both at the undergraduate and master’s levels. They offer invaluable examples of real-life practice in diverse settings, including public child welfare.

These case studies provide detailed information that allows students to explore various aspects of social work practice, such as assessment, intervention, and collaboration with other professionals.

Assessing and Intervening in Child Welfare Cases

Child welfare presents a complex and challenging area for social workers. Case studies in this context shed light on the core competencies required to address the needs of children and families.

For example, one case study examines the experience of caring for a child with a mental health problem and the impact it has on the caregiver’s education.

The child welfare core competencies are based on underlying assumptions and skills that all social work graduates should possess. Through case studies, students can gain a deeper understanding of these competencies and how to apply them in practice.

They provide a bridge between theory and real-life situations, preparing students for the complex challenges they may face in their careers.

Real-Life Examples: Integrating Child Welfare Practice

The Real Cases Project is a comprehensive collection of case studies illustrating the integration of child welfare practice across the social work curriculum. This resource includes the full text of the case studies, teaching guides, and additional resources for social work educators and students.

It offers a unique opportunity to explore the application of social work theories, skills, ethics, and supervision in real-life scenarios.

Learning from Case Studies

By examining case study examples, social workers can gain valuable insights into various issues they may encounter in their practice. These examples offer an opportunity to learn about effective intervention strategies, ethical considerations, and the outcomes achieved.

They provide a platform for reflection, discussion, and continued professional development.

Recommended Product: Social Work Case Studies: Concentration Year

One highly recommended product for social work students and professionals is the book “Social Work Case Studies: Concentration Year.” This comprehensive resource includes a collection of case studies that cover a wide range of social work concentrations. It offers detailed analyses of complex scenarios, providing valuable learning opportunities and practical insights.

In conclusion, case study examples are a vital tool in social work education and practice. They allow social workers to gain a deeper understanding of the complexities of real-life situations, develop effective intervention strategies, and consider the ethical implications of their work.

By learning from these examples, social workers can enhance their skills and contribute to positive outcomes for individuals, families, and communities. For further exploration of case studies in social work, we highly recommend the book “Social Work Case Studies: Concentration Year” as a valuable resource.

Frequently Asked Questions

How do you write a good case study for social work, what are the principles for writing social work case studies, how do you write a case study report in social work, can you provide an example of case work in social work, what is the relationship between social case work and group work, related posts.

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Case studies in social work practice

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Writing A Case Study

Case Study Format

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A Complete Case Study Writing Guide With Examples

Understand the Types of Case Study Here

Brilliant Case Study Examples and Templates For Your Help

Having trouble making your case studies stand out? Finding it hard to organise your story? You're not alone! 

Many students struggle with case study writing !

Imagine spending a lot of time on your case studies, but they don't grab your reader's interest.  But don't worry! 

In this guide, we will go step by step through case study formatting, along with practical tips to make your research stand out from the rest! By following our step-by-step approach, you can understand how to write a case study assignment well. 

So, let’s get started!

Paper Due? Why Suffer? That's our Job!

• 1. How to Format a Case Study 
• 2. Case Study Format Template
• 3. Case Study Format Examples

How to Format a Case Study 

When it comes to crafting a compelling case study, understanding how to write case study format is key to presenting your research effectively. 

If you are wondering how to make case study format, here are the elements to include in your case study paper format.

Create an interesting title for your work. Keep it simple and short.

Here you need to briefly elaborate on the accomplishment. What you have done and how you got there.

Write about the entire story in one paragraph followed by 2-3 bullet points to display the case study contents.

An introduction about what the case study is all about.

Describe the challenges of the customer prior to using your product or service. Explain the long-term goals or objectives that the customer set out to achieve.

In this 2-3 paragraph section describe how your product or service specifically benefited and helped achieve the goals. You can also use percentages to show your contributions.

In the relevant section of your case study, add 1-2 quotes and visuals to support the story you are telling. You can also use icons to summarise information and highlight areas of your research.

Figure out what a study means and look at where else we can learn more are really important for making academic work have a bigger impact.

Call to action is optional but adding one can encourage your readers to take some action after learning your work.

Case Study Formatting Guidelines 

Effective case study formatting is essential to convey your insights clearly and engage your audience. Follow these guidelines to ensure your case study is well-organised and impactful:

• Opt for easily readable fonts like Arial, Calibri, or Times New Roman.
• Maintain a consistent font size, typically 12 points for the body text.
• Set line spacing to double-spaced for the entire document.
• Use bullet points for concise and scannable information presentation.
• Employ numbered lists for sequences of steps or chronological order of events.
• Bold or italicize key phrases to draw attention to critical points; use underline sparingly.
• Choose left, center, or justified alignment based on your overall design.
• Make your headings clear and organized so readers know what's important.

If you need further assistance, check our case study format for students pdf here:

How To Write A Case Study Pdf

Case Study Format Template

Case studies can be used for different purposes. In social sciences, it can help you understand the problems of other people.

In businesses, it can help you earn the trust of potential customers. But do you even know what are the different  types of case study  and how to write one?

Refer to this case study format pdf before you start writing your own document. This student case study format sample contains all the information you might need when gathering information for your case study.

Case Study Format Examples

Case study examples are the best way to learn the basic techniques for writing a great case study on your own. 

Explore these short case study sample pdfs to gain insights into presenting your research cohesively:

For your help, we have also compiled real-life  case study examples  along with a format that you can refer to while writing your own.

APA Case Study Format

If you are asked to write a case study in APA format, keep in mind there are some specific requirements that you need to adhere to.

Here is a case study APA format example for you to learn how to format a case study.

Business Case Study Format

Business case studies can help businesses sell products or services to prospects. Here is a perfect example for you to learn how to write an impressive business case study.

Case Study Format For MBA Students

Case Study Format Nursing

Writing a great nursing case study can be tough. That’s why we have provided a case study format for nursing students to use as a guide in creating their work. 

Refer to this family case study format example if you are writing a nursing case study for the first time.

Nursing Case Study Format

Harvard Business School Case Study Format

Looking for HBS style business case study? Here is one for you to read and take hints and ideas to prepare this type of case study like a professional.

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Medical Case Study Format

Writing medical case studies is helpful in medical practices as it gives a lot of information about different diseases. Look at this example and learn how to write a detailed medical case study.

Case Study Format Psychology 

To study how the human mind works, you need a clear and organised method. Follow this easy psychology case study format to explore the details of psychological research:

Case Study Format Psychology

To sum it up, getting good at writing case studies means combining a clear structure, good storytelling, and smart presentation. If you follow the tips I've shared in this blog, you're on your way to making interesting stories that grab people's attention.

If your case study is causing problems, consider getting professional help. 

Our custom paper writing service aims to help you secure top grades by meeting the criteria set by professors. 

Our skilled writers are here to assist with any type of assignment you may have. Explore our case study writing service to relieve your stress and excel academically.

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• Published: 15 April 2024

Implementing spiritual care education into the teaching of palliative medicine: an outcome evaluation

• Yann-Nicolas Batzler 1 ,
• Nicola Stricker 2 , 3 ,
• Simone Bakus 4 ,
• Manuela Schallenburger 1 , 6 ,
• Jacqueline Schwartz 1 &
• Martin Neukirchen 1 , 5  

BMC Medical Education volume  24 , Article number:  411 ( 2024 ) Cite this article

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The concept of “total pain” plays an important role in palliative care; it means that pain is not solely experienced on a physical level, but also within a psychological, social and spiritual dimension. Understanding what spirituality entails, however, is a challenge for health care professionals, as is screening for the spiritual needs of patients.

This is a novel, interprofessional approach in teaching undergraduate medical students about spiritual care in the format of a seminar. The aim of this study is to assess if an increase in knowledge about spiritual care in the clinical context is achievable with this format.

In a mandatory seminar within the palliative care curriculum at our university, both a physician and a hospital chaplain teach strategies in symptom control from different perspectives (somatic domain – spiritual domain). For evaluation purposes of the content taught on the spiritual domain, we conducted a questionnaire consisting of two parts: specific outcome evaluation making use of the comparative self-assessment (CSA) gain and overall perception of the seminar using Likert scale.

In total, 52 students participated. Regarding specific outcome evaluation, the greatest gain was achieved in the ability to define total pain (84.8%) and in realizing its relevance in clinical settings (77.4%). The lowest, but still fairly high improvement was achieved in the ability to identify patients who might benefit from spiritual counselling (60.9%). The learning benefits were all significant as confirmed by confidence intervals. Overall, students were satisfied with the structure of the seminar. The content was delivered clearly and comprehensibly reaching a mean score of 4.3 on Likert scale (4 = agree). The content was perceived as overall relevant to the later work in medicine (mean 4.3). Most students do not opt for a seminar solely revolving around spiritual care (mean 2.6).

Conclusions

We conclude that implementing spiritual care education following an interprofessional approach into existing medical curricula, e.g. palliative medicine, is feasible and well perceived among medical students. Students do not wish for a seminar which solely revolves around spiritual care but prefer a close link to clinical practice and strategies.

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Introduction

Education in palliative care was introduced in 2009 as a compulsory subject in German medical curricula. In the 1960s, Dame Cicely Saunders established palliative medicine and hospices as we know them today. Back then, Cicely Saunders propagated the concept of “total pain”, which means that pain or suffering in general is not solely experienced on a physical level, but also within a psychological, social and spiritual dimension (see. Fig.  1 ) [ 1 , 2 , 3 , 4 ]. Understanding the importance of spirituality in everyday clinical practice and what it entails, however, is a challenge for health care professionals (HCP) in all medical disciplines across the world [ 5 , 6 ]. Palliative care is a relatively young medical discipline which oftentimes is not sufficiently taught in medical curricula [ 1 , 7 ] and, therefore, knowledge regarding the importance of spirituality, which at many faculties is integrated into palliative care education, is scarce [ 1 , 7 ]. As a result, HCP tend to neglect the spiritual needs of patients [ 7 , 8 ]. But, if there is no fundamental knowledge in regards of spirituality and spiritual care among physicians, how can they target total pain adequately?

The European Association of palliative care (EAPC) describes spirituality as following:

“Spirituality is the dynamic dimension of human life that relates to the way persons (individual and community) experience, express and/or seek meaning, purpose and transcendence, and the way they connect to the moment, to self, to others, to nature, to the significant and/or the sacred.” [ 1 , 9 ].

It must be clear to all HCP that spirituality is a unique and subjective phenomenon that differs substantially from patient to patient [ 2 , 10 ]. Furthermore, to fully address the spiritual needs of patients, self-reflection, thorough consideration of one’s own attitude towards death, and finding meaning in life, are essential [ 8 , 9 ]. Several studies have shown the impact which the addressing of spiritual needs in the context of total pain can have on ameliorating the symptoms of patients, leading to a better quality of life and care [ 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 ]. Thus, once spiritual needs become imminent, it is necessary to engage in an interdisciplinary and multi-professional collaboration with specially trained professionals in the field of spiritual care [ 8 , 10 , 14 , 15 , 19 ]. Summing up, it is very important to raise awareness about the positive impact of spiritual care among HCPs [ 8 , 15 ]. To increase such knowledge and accrue such skills, the teaching of spiritual care in medical curricula is essential [ 20 ]. Throughout different regions in the world, in-person didactic teaching on spiritual care is the most commonly used technique [ 5 ]. Usually, the teaching is based on case studies and many include screening strategies assessing spiritual needs [ 5 ]. Often, education on spirituality and spiritual care is part of curricula in palliative care [ 5 , 21 ]. In German medical curricula, there is no compulsory subject solely revolving around spiritual care [ 22 ]. However, regarding the concept of total pain, implementing spiritual care into palliative care teaching, however, seems like a plausible proposition.

This study was conducted in order to assess the way medical students perceive the concept of implementing spiritual care into the teaching on symptom control in palliative care. Furthermore, we aimed to determine whether an actual increase of knowledge about spiritual care in the clinical context was achievable within this seminar.

Material and methods

This study is a single-centre prospective study conducted at University Hospital Duesseldorf, Germany. Ethical approval was obtained by the local ethics committee (reference number 2022–2274).

Curricular structure

At our facility, palliative care education is structured as followed: Five lectures (somatic symptoms, psychological symptoms, social symptoms and advance care planning, spiritual symptoms and end-of-life care and care for relatives, clinical ethics) and four seminars (symptom control, breaking bad news, clinical ethics I and II). Since 2022, the lecture on spiritual symptoms and end-of-life-care is held by both a physician and a hospital chaplain within the palliative care curriculum at Düsseldorf medical faculty. Beforehand, this lecture was solely held by a hospital chaplain. As internal evaluations implied, this concept was not well perceived by medical students as the relevance to daily clinical work was not apparent to them. They did not understand how spiritual care can support somatic strategies of symptom control and how both approaches are intertwined. Furthermore, they were unsure of how to assess patients’ spiritual needs. We therefore opted for the above-mentioned approach which allows lecturing relevant medical implications alongside spiritual care. As evaluations showed, this embeds spiritual care in a more clinical and tangible manner and students seem to better realize the relevance that spiritual care has in daily clinical practice. For example, students repeatedly stated that they were now able to understand the importance of ongoing collaborations for patients’ comfort care, e.g., in more sufficiently relieving anxiety or social distress.

Since this novel concept was perceived positively by medical students, we transposed it to our seminar titled “symptom control” which is now also held by a hospital chaplain and a physician. In the seminars, content from the lectures is further deepened and there is more room for discussions, e.g. concerning assessment of spiritual needs, possibilities of spiritual care, and inter-professional collaboration. There is also an emphasis on determining which patients might benefit from spiritual care making use of the SPIR tool (patient’s self-description as a S piritual person— P lace of spirituality in patient’s life – patient’s I ntegration in a spiritual community – R ole of health care professional in the domain of spirituality), which tackles different dimensions of spirituality [ 23 ].

In the seminar, a 33-year-old fictitious patient (inspired by a real patient) served as an example case. Her situation is used to address strategies for symptom control on both somatic and spiritual domains. To achieve this, a reflective question is discussed with the students followed by a joint development of possible therapeutic strategies on both the somatic and spiritual domain (see Fig.  2 ).

Case discussion in the seminar

Our approach can be described as novel, since training in spiritual care often involves the mere shadowing of chaplains [ 5 , 24 , 25 , 26 ]. An interprofessional, educational approach was mainly used with physicians or nurses in training [ 5 , 27 , 28 , 29 ], but not with medical students.

Evaluation methods

A structured, paper-based questionnaire was developed in repeated interdisciplinary and multi-professional discussions in the Interdisciplinary Centre for Palliative Care Medicine, University Hospital Düsseldorf, Germany. The basis for the questionnaire were the learning goals that are to be achieved within the seminar, as well as a didactic evaluation. The questionnaire was pretested among medical students, and unclear statements were altered. The questionnaire consists of two parts. The first part is made up of five statements regarding knowledge about total pain, assessing spiritual needs, and defining spiritual care (see Table  1 ) on both the knowledge and skills level. These statements cover the field of specific outcome evaluation. Making use of the comparative self-assessment (CSA) method to determine if a gain in knowledge was achieved, each student evaluated their knowledge before and after the seminar using the German school grading system (1 = “excellent” to 6 = “unsatisfactory”). The CSA gain is a well described and implemented method in evaluating actual knowledge gains in education [ 30 , 31 , 32 , 33 , 34 ]. This evaluation tool has the benefit of not taking into account experiences made beforehand as they are not contributing to the effect size [ 31 ]. CSA gain is calculated as followed:

Furthermore, CSA gain was calculated with a 95% confidence interval and standard error using individual learning gain (ILG) values. These values were calculated using the following formulas:

ILG = 0 if pre = post and

ILG = (pre − post)/(pre − 1) × 100 if pre > post [ 31 ].

The second part of the questionnaire consists of four questions regarding the perception of the seminar (structure, teaching spiritual care alongside symptom control in palliative care). A 5-Point-Likert scale was used for evaluation (1 = strongly disagree, 2 = disagree, 3 = neither, 4 = agree, 5 = strongly agree).

Study participation and analysis

Participation in the study was anonymous, voluntary, and could be withdrawn at any time without explanation. Eligible participants were undergraduate medical students at the beginning of their fifth year of medical education (Germany: total of min. six years), who completed the mandatory palliative care course. The purpose and content of the study were presented orally, and, furthermore, written information and consent documents were handed out. After completion of the seminar, the questionnaire was handed out making use of a post-then design in which the students were asked to retrospectively rate their knowledge before and after the seminar. There were no exclusion criteria other than refusing to participate. Due to the small number of students per seminar ( n  = 15–20), no demographic characteristics besides sex were assessed.

Data analysis was performed using Microsoft Excel 2020 (version 16.42, Microsoft Corp., Redmond, WA, USA) and IBM SPSS Statistic version 28.0.1.1 (IBM, Armonk, NY, USA).

Throughout the course of one semester in 2023, the questionnaires were rolled out in each of six separate seminars. Out of 108 eligible attending students, 52 students participated in total (48.1%). 25% ( n  = 13) of the participants were of female, 75% ( n  = 39) of male sex. Within the answered questionnaires, there was no missing data.

Regarding the specific outcome evaluation, CSA gains showed a relevant increase especially in the field of knowledge (see Table  2 and Fig.  3 ). The greatest improvement (84.8%) was achieved in the ability of defining total pain and realizing its importance in clinical settings (77.4%). After the seminar, medical students were increasingly able to name tools such as SPIR in order to engage in spiritual needs assessment (CSA gain 68,8%). A lower increase in knowledge was achieved in realizing how spiritual care itself can benefit patients’ needs (66.7%). The lowest gain was detected in actually identifying patients who might benefit from spiritual care (60.9%), which represents a skill to be learned rather than knowledge to be gained.

CSA gains for each item

Statistical analysis using 95% confidence intervals confirmed the gains in knowledge, which were significant for all items (Table  2 ).

In regard to the second part of the questionnaire, students were overall satisfied with the new structure of the seminar (Table  3 and Fig.  4 ). The content was comprehensible and delivered clearly gaining a mean score of 4.3 (median 4, SD 0.6, min. 2, max. 5). The content was perceived as overall relevant to the later work in medicine (mean 4.3, median 4, SD 0.6, min. 3, max. 5). It seems as if medical students regard the implementation of spiritual care education into the seminar “symptom control”, which focuses on alleviating symptoms on multidimensional levels, as expedient. They feel that implementing education on spiritual care into this seminar makes sense (mean 4.2, median 4, SD 0.8, min. 1, max. 5). Furthermore, most students do not opt for a seminar solely revolving around spiritual care (mean 2.6, median 2, SD 1.3, min. 1, max. 5).

Perception of the seminar, Likert scale (1 = strongly disagree, 2 = disagree, 3 = neither, 4 = agree, 5 = strongly agree)

Our data show that implementing spiritual care education into existing medical curricula, in our example palliative care, is feasible and well perceived among medical students. The timing of our seminar is in accordance to other studies that found that spiritual care should be implemented in mandatory undergraduate courses [ 6 ]. Students do not wish for a seminar solely revolving around spiritual care but prefer a connection to clinical practice and strategies in symptom management. This enables them to understand the relevance of spiritual care in a daily clinical setting.

To evaluate training programs, Kirkpatrick proposed a four-level approach (level 1: reaction, level 2: learning, level 3: behaviour, level 4: results) [ 35 ]. We followed levels 1 (reaction—satisfaction) and 2 (learning—gains in knowledge) making use of the conducted questionnaire. Level 3 (change in behaviour – acquired skills) was briefly addressed with item 5 in the first part of the questionnaire. As level 4 is an indicator of direct results of the training at an organizational level, we were not able to incorporate items on this level. A different study among undergraduate nursing students assessed the effectiveness of teaching spiritual care in mandatory classes: There was an increase in knowledge, e.g., in defining spirituality, compared to students who obtained no information on spiritual care [ 36 ]. This is comparable to our study, as there were gains in knowledge after completing the mandatory seminar. We reached higher individual learning gains on the knowledge level than on the skills level, as was also the case in a number of other studies we conducted [ 31 ]. This is mainly because, due to the format of the seminar, no bedside teaching takes place and scenarios that might occur in everyday clinical practice can only be discussed and serve as examples.

The concept of total pain is essential in palliative care; however, it should not only be taken into consideration in a palliative setting, but whenever patients experience high burdens on various dimensions such as pain, anxiety, grief or existential distress [ 2 , 4 , 17 , 37 , 38 ]. We were able to thoroughly educate students on total pain and its relevance in clinical settings. Spirituality plays an important role in a holistic approach. However, literature shows that HCP often don’t know how to implement spiritual assessments and how to deal with spiritual needs [ 1 , 5 , 6 , 8 ]. A systematic review on teaching methods found the usage of practical tools and the involvement of chaplains to be effective facilitators in the teaching of spiritual care [ 5 ]. A scoping review found that spiritual care should be taught in both mono- and multi-disciplinary educational settings [ 6 ]. With our multi-professional approach, we were able to introduce students to tools in assessing spiritual needs, such as SPIR [ 23 ]. Within this item, there was a definite gain in knowledge of these tools which make assessing spiritual needs of patients more feasible. This is in accordance with findings of a number other studies [ 5 ]. In our study, however, students are still unsure if they are fully able to determine which patients might actually benefit from spiritual care, even though this item still reached a learning gain of 60.9%. As concluded by other authors, there is need for ongoing education [ 5 ].

Even though our seminar entails many different aspects of the total pain concept (somatic symptom management, spirituality, and spiritual care) medical students found the content to be clearly structured and comprehensible. More importantly, they understood the relevance of spirituality for their future clinical work and perceived the multi-professional teaching as highly satisfactory. In sensitizing them in this, we hope that they keep in mind the importance of ongoing collaborations between different professions.

Our study has some limitations. Even though the questionnaire was pretested among medical students before the actual study, no validated questionnaire was used. The response rate of almost 50% is relatively low and it can be assumed that those who participated were mostly students who were interested in the topic. This might have led to bias as positive effects might have been overestimated. Due to the small study population and to protect the privacy of participating students, no demographic data besides sex was collected. Demographic data, however, might contribute to a better understanding of spirituality or palliative medicine beforehand such as age, professional expertise, or own spiritual resources. This also meant that adjusting for confounding factors was not possible. This study solely dealt with medical students and no patients were involved. It would be of interest to assess as to whether the content taught in this seminar ultimately impacts the wellbeing or stress levels of patients in everyday clinical practice. A study focusing on patients would complement the findings of this study, as suggested by other researchers [ 5 ]. Furthermore, the study was only performed in one centre; therefore, it can only serve as an example on how spiritual care education might be successfully implemented into medical curricula.

Spirituality plays an important role for many people and should always be taken into consideration when treating patients. This especially applies to palliative care where the addressing of spiritual needs is of crucial importance [ 18 ]. However, many HCP don’t know how to address topics revolving around spirituality which makes it hard to determine which patients might benefit from spiritual care. Therefore, education on the nature of spiritual care, on what it entails and on how it can support patients in everyday clinical practice should be thoroughly integrated into medical curricula. We opted to implement spirituality and spiritual care into an existing seminar and lecture within the medical curriculum at our faculty. This was well received among students. As a result, we found a clear increase in knowledge about total pain and about the tools one might use to assess spiritual needs. This knowledge needs to be further strengthened in practical clinical scenarios.

Availability of data and materials

All data and materials are available within this publication.

Abbreviations

Health care professional

European Association of palliative care

• Spiritual care

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We thank Dr Jessica JT Fischer for excellent English language editing.

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Simone Bakus

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YB, NS, MS, JS, MN designed the study. YB analysed and interpreted the data. YB drafted the first version of the manuscript, which was critically revised by NS, MS, JS, and MN in several rounds of feedback. All authors have approved the submitted version and have agreed to be accountable for their contributions as well as for accuracy and integrity for any part of the work.

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Batzler, YN., Stricker, N., Bakus, S. et al. Implementing spiritual care education into the teaching of palliative medicine: an outcome evaluation. BMC Med Educ 24 , 411 (2024). https://doi.org/10.1186/s12909-024-05415-0

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School of Social Work Real Cases Studies

Brenda McGowan, DSW Professor, James R. Dumpson Chair of Child Welfare Studies Fordham University Graduate School of Social Service

In developing cases for analysis in social work classes, our primary objective was to select and present cases that convey the reality of practice in child protective services – the excitement, the demands, the conflicting expectations, and the enormous variability of practice. Representatives of the ACS Accountability Review Panel in conjunction with the James Satterwhite Child Welfare Training Academy initially selected eight cases for consideration. Six were identified from ongoing ChildStat reviews, and two from records in Connections.

We reviewed these cases, identified five that seemed like good candidates for this project. These five were reviewed by the Real Cases Committee and the Director of the Training Academy who together selected the three presented here. These cases were selected because they demonstrate good, but not perfect investigations, fairly typical types of case situations, a range of allegations, and very diverse client populations. One involves a charge of spouse abuse in an immigrant family from the Caribbean with two young children, another a charge of grandparent’s abuse of a black teenage boy whose parents are out of state, and the third involves a white mother with severe mental illness who left a latency age boy alone unsupervised. One of these cases has a long history of involvement with CPS, the others are totally new. All were new to the workers who were charged with investigating these allegations.

To explain the selection process we followed, it is necessary to describe the complexity of the two types of CPS records we reviewed. First, Connections is a massive computerized data information system introduced years ago to track all child welfare cases in New York State. This system contains a number of narrative sections, as well as many that require the worker to select among pre-coded options. Designed to cover each case from intake or the initial complaint through investigation, assessment, service planning and provision for each family member, it requires multiple entries from all the workers and supervisory personnel who have any contact with the case or provide any of the required approvals. An outsider reading a Connections case record gets the impression that this instrument was designed to monitor compliance with all the regulations governing child welfare practice, not to tell the story of a case. Entries are all made chronologically and frozen so changes cannot be made later. Instead, if the worker or supervisor decides to correct a fact or assessment entered earlier, this can only be done by making another entry. The result is that it is easy to have a lengthy Connections document of well over 40 pages that is very repetitious, may contain conflicting information, and cannot be skimmed easily to obtain the basic facts about a case. However, child protective workers and supervisors must often form their practice decisions on the basis of the complex and sometimes contradictory information in Connections.

Second, the Commissioner of ACS recently introduced a new case practice accountability tool, ChildStat. Modeled on the CompStat program used in the City’s police precincts, it is designed as a system for communication among all managerial levels about work at the frontline in child protective services. Staff members from the agency’s Office of Accountability review a sample of the cases from each borough office and write carefully constructed, very detailed summaries of the essential facts in each sampled child protective report. These summaries are distributed to a ChildStat committee that reviews cases from different boroughs on a rotating basis. This committee is composed of top agency administrators, directors of relevant borough offices, and case supervisors who answer questions for each case under discussion. The ChildStat program is widely viewed as a successful innovation that keeps central administration informed about what is happening at the field level and provides important feedback to different levels in the field office about errors or omissions the workers may be making and ways to improve the quality of practice.

The ChildStat program was very valuable for this curriculum project for two reasons:

First, the succinct, factual case summaries written for ChildStat provided an easier way to view and select a range of cases than the complex Connections records.

Second, these reports are written in a way that highlights the fact patterns that must be addressed in each child protective report. These include:

• basic demographic data;
• each family member’s response to the allegations in the report of child abuse or neglect;
• a full description of the family’s house or apartment with attention to space, sleeping arrangements, and cleanliness;
• family’s financial situation;
• any substance abuse in the home;
• any allegation of domestic violence;
• information about any prior contact between family and CPS;
• summary of interview with each adult member of the household;
• parents’ description of the children and any special concerns identified;
• summary of interview with and/or observation of each child in the home;
• summary of contact with complainant and any other relevant person, e.g., school teacher;
• description of any recent family crises;
• any issues that require emergency assistance;
• list of all requested services;
• worker’s recommendation about opening this case and making a finding.

We have tried to present the cases here in a very accessible, reader-friendly manner to encourage class discussion and analysis. However, the Connections and ChildStat programs are described in detail because it is important for students to understand the complex regulatory framework within which child protective workers must function. It is easy to get very frustrated with all the forms and regulations, but these are essential because children’s lives may be at stake. The rare child fatality case that explodes in the media every year or two illustrates why responsible public officials must create and enforce such a firm regulatory framework for protective practice. In reading each of the cases presented here, students are encouraged to consider the range of information available, any interesting or troubling omissions or contradictions in the facts the CPS worker was able to gather, your case assessment, the subsequent service recommendations you would make, and any glaring deficiencies in the larger service and/or policy environment highlighted by this case.

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