Abstract
Context: When using the Case Method in teaching situations, problem-solving is emphasized and taught, in order to acquire the skills and later be able to apply them in new situations. The basis of the learning process is the students’ own activity in the situation and is built on critical appraisal and discussion.
Objectives: To explain what the Case Method is, what it is not and to describe when and where to use the Case Method. The objective is also to describe how to write a ‘case’, how to lead a ‘case’ discussion and how to deal with problems. Why one should use the Case Method is also highlighted.
Application The case used should be founded on a real life situation, containing a problem that must be handled. The structure and use of the white board plays a central part. It is important that the setting allows the teacher to interact with all the students. Groups of up to 30 students can be handled with ease, though larger groups are feasible in the right physical setting. Within the health professions, the Case Method can be used at all levels of training and to a certain extent the same case can be used - the depth with which it is addressed depends on the student’s prior knowledge. Different professions and specialists can take part. A whole curriculum can be built up around the Case Method, but more often it is used together with other pedagogic methods.
Conclusion: The Case Method is a well-structured, student-activating way of teaching, well-suited to hone problem-solving skills within health education programmes.
Objectives: To explain what the Case Method is, what it is not and to describe when and where to use the Case Method. The objective is also to describe how to write a ‘case’, how to lead a ‘case’ discussion and how to deal with problems. Why one should use the Case Method is also highlighted.
Application The case used should be founded on a real life situation, containing a problem that must be handled. The structure and use of the white board plays a central part. It is important that the setting allows the teacher to interact with all the students. Groups of up to 30 students can be handled with ease, though larger groups are feasible in the right physical setting. Within the health professions, the Case Method can be used at all levels of training and to a certain extent the same case can be used - the depth with which it is addressed depends on the student’s prior knowledge. Different professions and specialists can take part. A whole curriculum can be built up around the Case Method, but more often it is used together with other pedagogic methods.
Conclusion: The Case Method is a well-structured, student-activating way of teaching, well-suited to hone problem-solving skills within health education programmes.
| Original language | English |
|---|---|
| Pages (from-to) | 15-15 |
| Journal | Education for Health |
| Volume | 20 |
| Issue number | 1 |
| Publication status | Published - 2007 |
Bibliographical note
The information about affiliations in this record was updated in December 2015.The record was previously connected to the following departments: Division of Nursing (Closed 2012) (013065000), Pediatrics/Urology/Gynecology/Endocrinology (013240400), Research Unit for Urogynaecology and Reproductive Pharmacology (013242710)
Subject classification (UKÄ)
- Clinical Medicine
- Nursing