Use and application of case studies/vignettes in online/hybrid teaching
This session will explore ways in which instructors can develop and implement case studies/vignettes as teaching and assessment tools in online/hybrid teaching formats. Differences in application of case-studies in virtual/hybrid/face-to-face formats and the benefits to instructors and students of using them as pedagogical tools will be discussed as well.
Case-based learning involves using scenarios that resemble real world scenarios or are applications in real world settings (https://www.queensu.ca/ctl/resources/instructional-strategies/case-based-learning). Although it is comparatively a newer technique, it has been used in healthcare connecting theory to practice ( Mclean, 2016). In a recent study case-based learning was preferred by students to traditional teaching stating benefits such as improved confidence, better student-teacher relationship and better link between theory and practice ( Bano et al., 2015). Case based learning includes art of teaching core concepts related to the topic under study using stories which offer contextual meaning ( https://poorvucenter.yale.edu/strategic-resources-digital-publications/s...) and hence serve as a great resource and a efficient technique for self-guided learning for undergraduate as well as graduate students.
This session will explore ways in which instructors can develop and implement case studies/vignettes as powerful teaching and assessment tools in online/hybrid teaching formats. It will also explore the differences in application of case-studies in virtual/hybrid/face-to-face formats and the benefits to instructors and students of using them as pedagogical tools. Participants will be posed questions to seek their inputs on best practices in generating case-studies based on audiences, based on application of the case studies ( as a pedagogical or an assessment tool). As a discovery session, I would like to open the floor for questions as well as guide participants through queries meant to encourage reflection and communication (“ Have participants used case based teaching in their courses?”; “What are the benefits to instructors and students of this teaching technique?”; “How would case -based teaching differ in an online environment as compared to a face to-face( In person learning environment)
It will cover strategies such as creating case study/vignettes, using existing case studies/scenarios from text-books or Open education resources. Additionally, examples of case studies/vignettes used by the presenter in virtual and hybrid delivery formats will be shared with the participants.
Bano, N., Arshad, F., Khan, S., Safdar, C. (2015). Case-based learning and traditional teaching strategies : Where lies the future? Pakistan Armed Forces Medical Journal, 65(1), 118-124.
McLean, S.F. ( 2016). Case-Based Learning and its application in Medical and health-care fields : A review of world literature. Retreived from https://journals.sagepub.com/doi/full/10.4137/JMECD.S20377 https://doi.org/10.4137/JMECD.S20377