Once again, the article introduces us to a new pedagogical approach to further facilitate learning. The case study addresses principles to follow where students will learn more.

I strongly believe in this kind of approach to lead the students appreciate and learn more to the lessons presented. Case method is not just presenting information and things you need to prioritize but to also learn on how to act accordingly in a given situation. Students can learn more by real life situations where they can see exactly what's happening and needs to be done. Students can also enhance their reasoning skills because they are more exposed to the subject matter at the same time will develop their decision making skills. As i may say, it's very effective especially to students who are fast learners and can immediately absorb information.

Cases should not be just to buy their time to see how well they learn but to promote leadership and improve studen'ts learning. The case method approach is seldom used in the Philippines because most of our educators are still using the traditional way and some of them are having a hard time using the approach. That's the challenge for us, to facilitate learning to our students in a way they can appreciate it more.

could you please rephrase this paragraph in terms of nursing education where we handle "real life" cases. tnx!

patmarban wrote:

Also, college students in general are in the formal operation stage (Videbeck, 2003). This means they have the ability to reason from abstract concepts. In a case approach, learners are expected to imagine what is happening in the given case. Although the article claims this to be the closest experience to reality, it is still abstract. Therefore, the case method may be an effective approach to nursing students because the level of teaching style corresponds to the level of learner cognition.

do you not consider the case presentations we did in nursing school as an offshoot of the case study method? if not a modification in the least?

evancarlo wrote:

The case method approach is seldom used in the Philippines because most of our educators are still using the traditional way and some of them are having a hard time using the approach. That's the challenge for us, to facilitate learning to our students in a way they can appreciate it more.

I agree, the use of the case study approach redefines the traditional educational dynamic in which the professor solely dispenses the knowledge while students just passively receive what they say. The case method on the other hand creates an environment where students succeed not by simply absorbing the facts and theories presented to them but by encouraging them to think and reflect as well on their own claims and compare them with their fellow students.

Josh wrote:

There is no imposition of learning content and that is my opinion about the topic, because case study allows students to discover things on new or different perspectives. Acknowledging the multi-facets of knowledge, and not imposing an instructor's own view of knowledge. luder wrote: please explain the italicized phrase further because based on the article there must be a set topic to be followed by a corresponding/appropriate case for this method to be successful. so how can you say that there is no imposed learning content in case study method? Josh wrote: There is no imposition of learning content however, the students are given other perspective (or maybe situations they can relate to facilitate understanding) that can clearly explain the learning content. After a student had find solution to the cases given, this is the “Ahh” reaction.

Being in a university where students are basically involved in a health-related course, I've noticed that med students are taught differently compared to the other students, specifically nursing students. This made me realize that maybe physicians truly have this “we’re the captain of the ship” mentality. I cannot comment and dwell that much regarding the manner on how med students are supposed to be taught as well as how they learn from such approach. Though they should teach and consider showing more caring behaviors to their patients, if I may say so. It just makes me really proud and happy being involved in this caring profession.

patmarban wrote:

I just want to emphasize the need for skillful assessment, planning, implementation, and evaluation of the instructors for this method to be efficient. During my med school year, I underwent case-based learning. The problem was, we were left by the doctors without any guidance. Also, I cannot recall any assessment made before they gave us the cases. I believe the assessment part could have been improved to make the case method efficient as I did not percieve that learning experience as meaningful during that time. Divinia Joy Tuzon wrote: It is feasible in the Philippine setting and I believe that our educators today are already prepared to adapt this approach. Some schools such as my alma mater are already practicing it by incorporating it to the lessons they present to their students by means of news articles, video segments, film showing and the like. With the extensive and diverse supply our generation has, educators are able to tailor-made their lessons depending on the needs of their students. Under their skillful guidance, students can work together to analyze and synthesize conflicting data and points of view, persuade and inspire others who think differently, and even redefine and prioritize goals for better learning.

“Backward design is a process that focuses on assessment first and instructional activities last. It shifts teacher perspectives. Traditional curriculum design often begins with really interesting books or activities we want to teach or are required to cover. We then design a curriculum, often on the go and then decide on some type of assessment at the end. Backward design forces teachers to look at the big picture with the end goals in mind. In backward planning teachers set the vision or the essential understanding of their curriculum or unit, decide how students will provide evidence of their learning, and finally design instructional activities to help kids learn what is needed to be successful.”

About its applicability here, according to Helena Fagan of the University of Alaska Southeast, It's hard work. The teacher constantly interacts with students, guiding and checking progress. Also, direct instruction remains an important piece of classroom work.

Case presentations in nursing school may be considered a modification of the backward design at least from my experience; the teacher seemed to perform an assessment first by allowing the students to work on their own in the case presentations, then correct whatever needs to be addressed from there.

As to the other aspects in nursing instruction it will be a challenging to implement these in class lectures but if we are results oriented then it may be worth it.

But to the practical side of nursing such as in RLEs with actual patients or hospital duties, if we do the instructional activities last since we deal with lives and due to the safety issues involved, who would want to risk it?

Forgive my later reply. My broadband connection is intermittent again.


References:
Backward Design 101. Retrieved August 18, 2008 from:
http://www.arps.org/users/ms/coaches/backward%20design%20101.htm

Starting at the End. Northwest Education Magazine. Retrieved August 18, 2008 from:
http://www.nwrel.org/nwedu/2002sp/fagan.html

luder wrote:

do you not consider the case presentations we did in nursing school as an offshoot of the case study method? if not a modification in the least? evancarlo wrote: The case method approach is seldom used in the Philippines because most of our educators are still using the traditional way and some of them are having a hard time using the approach. That's the challenge for us, to facilitate learning to our students in a way they can appreciate it more.

For example, in introducing the idea of postpartum depression, which is an abstract concept, the instructor is aware that nursing students are generally in the formal operation stage and are in the stage of developing social relationships (Videbeck, 2003). To discover the learners' alternative cognition about the concept, the instructor may ask, "Have you experienced being left alone by your friends? What did you feel when this happened?" This way, the instructor will be able to assess roughly how the learners are in terms of their psychosocial development while the learners can pull out past experiences to associate with the new concept. Therefore, the case method may be an effective approach to nursing students because the level of teaching style corresponds to the level of learner cognition and psychosocial development.

luder wrote:

could you please rephrase this paragraph in terms of nursing education where we handle "real life" cases. tnx! patmarban wrote: Also, college students in general are in the formal operation stage (Videbeck, 2003). This means they have the ability to reason from abstract concepts. In a case approach, learners are expected to imagine what is happening in the given case. Although the article claims this to be the closest experience to reality, it is still abstract. Therefore, the case method may be an effective approach to nursing students because the level of teaching style corresponds to the level of learner cognition.

very well said Pat. the cases or situation presented by instructor should go along with the daily experiences of students and can be determined by instructor through assessment. The critical assessment therefore is the core guideline in choosing relevant cases and situations to facilitate learning. However, the preparation and practical experiences of instructor are also significant to come up woth a good case study for the students.

patmarban wrote:

For example, in introducing the idea of postpartum depression, which is an abstract concept, the instructor is aware that nursing students are generally in the formal operation stage and are in the stage of developing social relationships (Videbeck, 2003). To discover the learners' alternative cognition about the concept, the instructor may ask, "Have you experienced being left alone by your friends? What did you feel when this happened?" This way, the instructor will be able to assess roughly how the learners are in terms of their psychosocial development while the learners can pull out past experiences to associate with the new concept. Therefore, the case method may be an effective approach to nursing students because the level of teaching style corresponds to the level of learner cognition and psychosocial development. luder wrote: could you please rephrase this paragraph in terms of nursing education where we handle "real life" cases. tnx! patmarban wrote: Also, college students in general are in the formal operation stage (Videbeck, 2003). This means they have the ability to reason from abstract concepts. In a case approach, learners are expected to imagine what is happening in the given case. Although the article claims this to be the closest experience to reality, it is still abstract. Therefore, the case method may be an effective approach to nursing students because the level of teaching style corresponds to the level of learner cognition.

Yes. Also in relation to the previous article we discussed, because of the tremendous amount of theories and facts that had to be studied by med students, the caring aspect in healthcare is sometimes not given focus anymore. I share the same sentiments with you when I go to doctors' clinics. I am not generalizing, but I sometimes come out ranting about how insolent and fretful some doctors could be, especially those with fellow certifications! I believe that not only the nursing profession in the Philippines should have developments in pedagogy but also the other professions. I am also glad to be in the nursing profession as I feel this profession is more well-rounded in terms of knowledge and attitude.

Divinia Joy Tuzon wrote:

Being in a university where students are basically involved in a health-related course, I've noticed that med students are taught differently compared to the other students, specifically nursing students. This made me realize that maybe physicians truly have this “we’re the captain of the ship” mentality. I cannot comment and dwell that much regarding the manner on how med students are supposed to be taught as well as how they learn from such approach. Though they should teach and consider showing more caring behaviors to their patients, if I may say so. It just makes me really proud and happy being involved in this caring profession. patmarban wrote: I just want to emphasize the need for skillful assessment, planning, implementation, and evaluation of the instructors for this method to be efficient. During my med school year, I underwent case-based learning. The problem was, we were left by the doctors without any guidance. Also, I cannot recall any assessment made before they gave us the cases. I believe the assessment part could have been improved to make the case method efficient as I did not percieve that learning experience as meaningful during that time. Divinia Joy Tuzon wrote: It is feasible in the Philippine setting and I believe that our educators today are already prepared to adapt this approach. Some schools such as my alma mater are already practicing it by incorporating it to the lessons they present to their students by means of news articles, video segments, film showing and the like. With the extensive and diverse supply our generation has, educators are able to tailor-made their lessons depending on the needs of their students. Under their skillful guidance, students can work together to analyze and synthesize conflicting data and points of view, persuade and inspire others who think differently, and even redefine and prioritize goals for better learning.

RLEs are hands on. we definitely can't toy with learning activities during our shift. but what is important is the ability of the C.I. to encapsulate the learned concept for the day by discussing the days events with the student nurses. then reflect the ideas back to the student for internalization.

gary.orosa wrote:

But to the practical side of nursing such as in RLEs with actual patients or hospital duties, if we do the instructional activities last since we deal with lives and due to the safety issues involved, who would want to risk it?

In your opinion, is it ethical (from our previous article) to you use cases regarding doctor's indifference with patients as a point of discussion of non-caring behavior in class?

patmarban wrote:

Yes. Also in relation to the previous article we discussed, because of the tremendous amount of theories and facts that had to be studied by med students, the caring aspect in healthcare is sometimes not given focus anymore. I share the same sentiments with you when I go to doctors' clinics. I am not generalizing, but I sometimes come out ranting about how insolent and fretful some doctors could be, especially those with fellow certifications! I believe that not only the nursing profession in the Philippines should have developments in pedagogy but also the other professions. I am also glad to be in the nursing profession as I feel this profession is more well-rounded in terms of knowledge and attitude. Divinia Joy Tuzon wrote: Being in a university where students are basically involved in a health-related course, I've noticed that med students are taught differently compared to the other students, specifically nursing students. This made me realize that maybe physicians truly have this “we’re the captain of the ship” mentality. I cannot comment and dwell that much regarding the manner on how med students are supposed to be taught as well as how they learn from such approach. Though they should teach and consider showing more caring behaviors to their patients, if I may say so. It just makes me really proud and happy being involved in this caring profession.

[scroll]Good evening everyone,

Today's topic is a very interesting one. I for one support the cause of using case studies in teaching students because of its benefits for both the teacher and students. Using case studies will guide students in “putting the theory into practice”. Case studies are based on the real world context which will entail the processing of a learned topic and the experience of the students to analyze the events situated in a sample case study. Moreover, with the analysis of the events pertaining to the sample case study comes the exploration of multiple perspectives (based on the past experiences and lessons of the students) to identify an outcome. Furthermore, it requires critical thinking (analytical thinking) to reflect upon the case study by using scientific evidences with common sense to reach a conclusion.

For me, all of these benefits contribute in nurturing the experience of a student to identify “similar” problems encountered in the future. It promotes self-exploration of resources by the student in coming out with a conclusion for the case study.

References:
Pyatt, E. (2006), “Using cases in teaching”. Article retrieved August 18, 2008 from http://tlt.psu.edu/suggestions/cases/

That is a good question! In bioethics, we have a common understanding of courtesy towards our collegues. This applies to the academe and to the clinics as well. This means if one finds oneself to be in an incongruous situation with a collegue, be it giving a wrong teaching to a patient or student, this must be discussed internally and personally by the two parties, and not "bad mouth" the other party in front of the learners, so to speak. In turn, it is the responsibility of the collegue who gave the wrong information to correct himself to the learners.

With regard to using doctors' indifference as cases as point of discussion of non-caring behavior, I believe that by emphasizing this idea anonymously and in a general sense, the learners may get the whole picture. Anonymously in a way that one does not reveal the identities of doctors being discussed. Also, one must emphasize that there are also many caring doctors. Although I am not aware of any study regarding doctors' indifference in the Philippines, I can tell by experience that encountering indifferent doctors is not uncommon in the Philippines. It is also important to note that a study by Bankauskaite and Saarelma in 2003 indicated that doctors' defeciency in attitude is a cause of dissatisfaction among people in Lithuania.

In bringing out this kind of concept, the instructor may assess if the learners can relate by asking, "Have you encountered an indifferent, impatient, or fretful doctor?" Ofcourse, if the learners cannot relate, then the instructor must look for other ways to introduce the concept of non-caring behaviour like using the Good Samaritan parable in the Bible.

REFERENCE:

Bankauskaite, V. & Saarelma, O. (2003). Why are people dissatisfied with medical care services in Lithuania? A qualitative study using responses to open-ended questions. International Journal for Quality in Health Care, 15(1):23-29. Retrieved August 18, 2008 from http://pt.wkhealth.com/pt/re/ijqh/abstract.00042154-200302000-00006.htm;jsessionid=LpXGnp20MP81DTcGgbdQhpvsjMNLGdrFvLGwvL3yp1bQJ3DFNJhq!63116428!181195628!8091!-1

luder wrote:

In your opinion, is it ethical (from our previous article) to you use cases regarding doctor's indifference with patients as a point of discussion of non-caring behavior in class? patmarban wrote: Yes. Also in relation to the previous article we discussed, because of the tremendous amount of theories and facts that had to be studied by med students, the caring aspect in healthcare is sometimes not given focus anymore. I share the same sentiments with you when I go to doctors' clinics. I am not generalizing, but I sometimes come out ranting about how insolent and fretful some doctors could be, especially those with fellow certifications! I believe that not only the nursing profession in the Philippines should have developments in pedagogy but also the other professions. I am also glad to be in the nursing profession as I feel this profession is more well-rounded in terms of knowledge and attitude. Divinia Joy Tuzon wrote: Being in a university where students are basically involved in a health-related course, I've noticed that med students are taught differently compared to the other students, specifically nursing students. This made me realize that maybe physicians truly have this “we’re the captain of the ship” mentality. I cannot comment and dwell that much regarding the manner on how med students are supposed to be taught as well as how they learn from such approach. Though they should teach and consider showing more caring behaviors to their patients, if I may say so. It just makes me really proud and happy being involved in this caring profession.

we all agree on the benefits case study method can give the learner. but are there any drawbacks in using the case study method?

sdlopez02 wrote:

[scroll] Good evening everyone, Today's topic is a very interesting one. I for one support the cause of using case studies in teaching students because of its benefits for both the teacher and students. Using case studies will guide students in “putting the theory into practice”. Case studies are based on the real world context which will entail the processing of a learned topic and the experience of the students to analyze the events situated in a sample case study. Moreover, with the analysis of the events pertaining to the sample case study comes the exploration of multiple perspectives (based on the past experiences and lessons of the students) to identify an outcome. Furthermore, it requires critical thinking (analytical thinking) to reflect upon the case study by using scientific evidences with common sense to reach a conclusion. For me, all of these benefits contribute in nurturing the experience of a student to identify “similar” problems encountered in the future. It promotes self-exploration of resources by the student in coming out with a conclusion for the case study. References: Pyatt, E. (2006), “Using cases in teaching”. Article retrieved August 18, 2008 from http://tlt.psu.edu/suggestions/cases/

If there are cases like that, it is an opportunity for us, nurses-educator, to grab the opportunity to teach caring and utmost reverence to life of our patient. Doctors are not basis for genuine care but nurses are. do you agree?

luder wrote:

In your opinion, is it ethical (from our previous article) to you use cases regarding doctor's indifference with patients as a point of discussion of non-caring behavior in class? patmarban wrote: Yes. Also in relation to the previous article we discussed, because of the tremendous amount of theories and facts that had to be studied by med students, the caring aspect in healthcare is sometimes not given focus anymore. I share the same sentiments with you when I go to doctors' clinics. I am not generalizing, but I sometimes come out ranting about how insolent and fretful some doctors could be, especially those with fellow certifications! I believe that not only the nursing profession in the Philippines should have developments in pedagogy but also the other professions. I am also glad to be in the nursing profession as I feel this profession is more well-rounded in terms of knowledge and attitude. Divinia Joy Tuzon wrote: Being in a university where students are basically involved in a health-related course, I've noticed that med students are taught differently compared to the other students, specifically nursing students. This made me realize that maybe physicians truly have this “we’re the captain of the ship” mentality. I cannot comment and dwell that much regarding the manner on how med students are supposed to be taught as well as how they learn from such approach. Though they should teach and consider showing more caring behaviors to their patients, if I may say so. It just makes me really proud and happy being involved in this caring profession.