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Using case study as a teaching strategy

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There is a common misconception in academic circles that to use case studies effectively in teaching, one must exclusively be a case method teacher. This is not true. There are many different, equally legitimate, ways to use case studies, depending on the type of students and programme, other methods of learning used, the personal style of the teacher and the learning context. In recent years, advances in technology, growth in student numbers and teacher workload have influenced the learning experience, prompting the development of new ways of using case studies.
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Decision-Making under Uncertainty: Using Case Studies for Teaching Strategy in Complex Environments

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Promotion of critical thinking by using case studies as teaching method

The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences Herreid, This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment Lee, There are a number of benefits to using CBL in the classroom. CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning. In a systematic analysis of articles in health professions education, CBL was found to be utilized in courses with less than 50 to over students Thistlethwaite et al. In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.
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Promotion of critical thinking by using case studies as teaching method

In a case discussion, students "do" the work of the discipline, rather than watch or read about how it is done by others. By engaging in the case, students apply the concepts, techniques and methods of the discipline and improve their ability to apply them. Case discussions bring energy and excitement to the classroom, providing students with an opportunity to work with a range of evidence, and improving their ability to apply the vocabulary, theory and methods they have learned in the course. Introducing the case method, like any change in pedagogical practice, represents an investment of faculty time and energy.
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The case method combines two elements: the case itself and the discussion of that case. A teaching case is a rich narrative in which individuals or groups must make a decision or solve a problem. A teaching case is not a "case study" of the type used in academic research.

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