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Case and Problem Based Learning

Case-Based Learning (CBL) or Problem-Based Learning (PBL) is a course design framework that:

  • Is a PROCESS-oriented and LEARNING-centered approach to teaching
      • Considered a "...move from words to actions," (Epstein, 2004)
  • Gained popularity after research identified graduates were unable to apply knowledge and skills effectively in subsequent employment
  • Research indicates students in such course designs are:
      • More motivated to learn
      • What they learn is more usable than the knowledge learned by students carrying out rote activities
      • Tend to better learn higher order thinking skills than do students in other learning situations (Blumenfeld, et al., 1991; Cognition and Technology Group at Vanderbilt, 1993; Hmelo, 1995)
  • Is most effective when linked to course/program threshold concepts

Design Resources

  • - Georgia Institute of Technology
  • - Journal of Dental Education
  • - InformED
  • - Queen's University
  • - Queen's University

CBL/PBL Framework

  • A pertinent/relevant problem or case is identified
      • This can be student or instructor created
      • Compliments/promotes course goals/threshold concepts
      • Must have the possibility for multiple options/solutions/outcomes
      • Requires accessing a diverse range of sources and resources
  • A brief discussion of the case/problem follows to clarify the student's roles and responsibilities, both individual and group, are clearly articulated, including:
      • Description of final product (rubric or a descriptive rating scale)
          • Written, verbal, animation, web-based, etc.
          • Sub-headings, other resources, etc.
  • Possible processes for addressing the problem and/or analyzing the case
  • What are designated as appropriate sources
  • Presentation of the analyses, conclusion(s), perspectives, etc.
      • Identify acceptable formats, etc.
  • Reflection of analyses, conclusions, etc.
      • Includes discussion about the group process and ways to be more effective in subsequent cases/problems

Key Design Principles

  • The quality of the case or problem is critical to the success of the learning experience
      • It should:
          • Be challenging, require significant effort to research and analyze
          • Require significant discussions to arrive at a group conclusion
          • Draw on and synthesize a broad range of knowkledge, skills, and capabilities
          • Have the possibility for multiple options/solutions/outcomes
  • Use student groups of 3-5 to maximize engagement and learning
  • The Instructor is
      • A key guide both in and out of class meetings
      • The source for the framework and starter resources
      • The final debrief/discussion facilitator
  • Appropriate amount of time needs to be provided for a successful completion of the assignment
      • In-class time should enable use of library, internet, and other pertinent sources
  • Debrief or reflection after the case/problem has been completed is critical to the success of the learning task
      • Discussing the decision-making processes, resource identification and use, challenges of the case/problem, and group dynamics

Course Design Process

  • Identify the threshold concepts skills and knowledge for the course
  • Determine assessment strategies
  • A practice experience should be included first to enable the students to gain a greater understanding of the process, ask experience-related questions, and work with peers
      • Mini-problem or mini-case
      • This should lead to a higher quality learning experience in subsequent more intense problem/case studies
  • Provide a broad framework of how to address the case or problem
      • define/clarify case/problem
      • use library to research case/problem or conduct research
      • identify and substantiate key stakeholders
      • identify and substantiate key issues
      • data analysis
      • conclusion/solution
      • references/sources
  • Sequence cases/problems either
      • Developmentally (simple to complex) or
      • To build on each other (knowledge, skills and concepts learned)
  • While both CBL and PBL tend to be discipline specific, PBL can also focus on the process and utilize cases beyond the focal discipline

Examples

  • - National Center on Universal Design for Learning
  • - NHS Health Education England
  • - Carleton College
  • - Florida State University
  • - Boston University

Further Resources

  • - SUNY Buffalo
  • - Aunt Minnie
  • - Montclaire State University
  • - University of Michigan

References

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., and Palincsar A. (1991). Motivation Project-based Learning: Sustaining the doing, supporting the learning.听Educational Psychologist, vol. 26(3and4), 369-398.

Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited.听Educational Technology, 33(3), 52-70

Epstein, R. (January 9, 2004). .听BMC Medical Education, 4(1)

Hmelo, C. (1995). Problem-based learning: Development of knowledge and reasoning strategies. In听Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society. Hillsdale NJ: Erlbaum

Irby, D. (December, 1994). .听Academic Medicine, 69(12), 947-953

Nadershahi, N and Beck, L. (2013). .听Journal of Dental Education, 77(10), 1300-1305

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