The article provides us once again with another pedagogical concept on how educators can improve the students’ learning. The case study method is a constructivist approach that addresses the three important principles on how students can learn more effectively (specifically science courses) inside the classroom: by (1) addressing the students’ alternative conceptions based on their prior knowledge, (2) providing a foundation of knowledge using a conceptual framework, (3) teaching students on how to control their learning through metacognitive approaches.

I believe that the use of this approach will pave way for all students not only those involved in the nursing profession to understand and appreciate the lessons presented to them. The major advantage of using the case study method is that it encourages the interest of the students by relating it to the subject matter. This is supported by Seperich et al (1996) in their report, “Experience has shown that case studies bring interesting, real-world situations into the classroom.” One of the factors affecting the students’ learning is their interest in the subject matter. Students appreciate and therefore grapple the lessons more when they see it relevant in their lives. Also, the use of this method enhances the reasoning skills because students view the concepts from a new and different perspective. Ideally, the cases are complex and even controversial, such that the students are engaged and motivated to explore the subject (Richmond and Neureither, 1998). In relation to our classes here at UERM, as we discuss specific topics with our fellow students (for instance, the articles we have been reviewing in our Instructional class), we learn that decision making and critical thinking is often a confrontational activity involving people with different points of view. But what is most important is that we learn how to work toward consensus while tolerating legitimate different opinions from others.

REFERENCES:

(n.d.). “The Case Method”. Harvard Business School. Article retrieved August 18, 2008 from http://www.hbs.edu/case/

Seperich, G., Woolverton, M., Beierlein, J. and Hahn, D. (1996). “Introduction to the Case-Study Method”. Article retrieved August 18, 2008 from http://www.uidaho.edu/ag/agecon/391/casestudmeth.html

Richmond, G., and B. Neureither. (1998). "Making a Case for Cases". American Biology Teacher, 60. Retrieved August 18, 2008 from http://www.core.org.cn/OcwWeb/Biology/7-391Spring-2006/Readings/index.htm

Though the case study method may be considered as a backward design, I do not see it as something that negates the idea of “teaching-for-understanding”. By using the case study methods, educators are able to design interesting learning experiences for their students (Gallucci, 2006). It focuses their thoughts on what concepts they want their students to understand and how it can improve the students learning and not just merely teach what’s included in the curriculum. Harvard Business School (n.d.) believes that it redefines the traditional educational dynamic in which the professor dispenses knowledge and students passively receive it. What makes case method a positive approach is that it creates a classroom in which students succeed not by simply absorbing facts and theories, but also by exercising the skills of leadership and teamwork in the face of real problems. Personally, I believe that it allows students to view the topics presented to them as parts of a meaningful whole rather than individual concepts merely taken from the book to be presented in the class. Cases should not just turn out as "busy work" given to fill up the students’ time. It should be used to improve student learning. When approached and carried out properly, Seperich et al (1996) believe that case analysis can be extremely beneficial in preparing the students by giving them a chance to develop decision-making skills in the classroom.

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.
REFERENCES:

(n.d.). “The Case Method”. Harvard Business School. Article retrieved August 18, 2008 from http://www.hbs.edu/case/

Gallucci, K. (2006). “Learning Concepts with Cases”. Journal of College Science Teaching, 36, 16.

Seperich, G., Woolverton, M., Beierlein, J. and Hahn, D. (1996). “Introduction to the Case-Study Method”. Article retrieved August 18, 2008 from http://www.uidaho.edu/ag/agecon/391/casestudmeth.html

luder wrote:

Pls. consider the following for discussion: How applicable are the three principles (alternative conceptions, conceptual framework, metacognitive approaches) to the present practice of presenting cases in our nursing schools? Or do you think that it is already being applied? Considering what we’ve learned in instructional design, will the backward nature of the case study method hinder rather than facilitate learning in nursing schools? How ready is our nursing faculty in facilitating the case study method using the given principles? (1) retrieved August 18, 2008 from http://www.instructionaldesign.org/models/backward_design.html

Good evening everyone. As a novice instructor, I am one of the proponents of autonomy in learning or what is popularly known as the existentialist approach. The existentialist approach was clearly explained in the article WHAT IS LEARNING THROUGH UNFOLDMENT OR SELF-ACTUALIZATION (from Bigge and Shermis, 1999 p.32-32)? In the article, the author claims that learning, in the traditional sense, generally is conceived to be some form of imposition of ideas or standards upon a person or organism. However, within existentialist humanism there is little need for this kind of learning. Instead, a student is expected:
• To learn through the promptings of one's own interests. Hence, there should be no coercion or prescription.
• A mind, in its growth process, may be considered analogous to an egg in the process of hatching. Its growth is a natural operation, which, without imposition from any outside source, carries its own momentum.
This theoretical approach is basically utilized by the constructivists in their pedagogical approaches. 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.
With regard to organization of learning content to conceptual framework, this is being practice already in some of our nursing concepts, in MS in explaining pathophysiology. This is an advantage, knowing for a fact the voluminous concepts, terms and principles in Nursing; the case presentation will hone the skill of nursing students in correlating certain concepts and principles by connecting the relationships of terms in understanding the disease processes.
Metacognition is ideal for it helps the student monitor and assess progress in learning. Students will learn self-awareness, starting with the acceptance of ignorance of knowledge and a confidence knowing that as an individual endowed with the capacity to know. This approach then will give students proper directions in their search for knowledge and a self-monitoring of his/her progress.
I think this is also the direction of our instructional design course. In this course we are being presented with new pedagogical approaches and integrate our learning in improving our traditional teaching skills.
Maybe, seasoned faculty or senior faculty, are still unprepared to embrace this approach. However, advantages and positive outcome of this method to our current and future students will pave the way for delightful acceptance from our senior faculty.

indeed, real life cases brings out the interest in the students. but let us not forget that as interested as they are, the learning may veer away from the set goal. that is why the teacher must be careful in picking out the proper cases depending on the subject matter at hand.

Divinia Joy Tuzon wrote:

I believe that the use of this approach will pave way for all students not only those involved in the nursing profession to understand and appreciate the lessons presented to them. The major advantage of using the case study method is that it encourages the interest of the students by relating it to the subject matter. This is supported by Seperich et al (1996) in their report, “Experience has shown that case studies bring interesting, real-world situations into the classroom.” One of the factors affecting the students’ learning is their interest in the subject matter. Students appreciate and therefore grapple the lessons more when they see it relevant in their lives. Also, the use of this method enhances the reasoning skills because students view the concepts from a new and different perspective. Ideally, the cases are complex and even controversial, such that the students are engaged and motivated to explore the subject (Richmond and Neureither, 1998).

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.

Yes Sir Luther, it is very essential that educators scrutinize carefully the cases they present in their class. Not only should the cases interest and relate to the students but moreover, it should first be relevant to the topic presented. Therefore before selecting cases to be used in the class, educators should go back and review the goals and objectives they want to achieve. As what the article says, finding the right case for the right concept with the right approach may not be easy that is why cooperative learning and peer coaching is encouraged.

luder wrote:

indeed, real life cases brings out the interest in the students. but let us not forget that as interested as they are, the learning may veer away from the set goal. that is why the teacher must be careful in picking out the proper cases depending on the subject matter at hand. Divinia Joy Tuzon wrote: I believe that the use of this approach will pave way for all students not only those involved in the nursing profession to understand and appreciate the lessons presented to them. The major advantage of using the case study method is that it encourages the interest of the students by relating it to the subject matter. This is supported by Seperich et al (1996) in their report, “Experience has shown that case studies bring interesting, real-world situations into the classroom.” One of the factors affecting the students’ learning is their interest in the subject matter. Students appreciate and therefore grapple the lessons more when they see it relevant in their lives. Also, the use of this method enhances the reasoning skills because students view the concepts from a new and different perspective. Ideally, the cases are complex and even controversial, such that the students are engaged and motivated to explore the subject (Richmond and Neureither, 1998).

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.

In relation to the “holiday-economized” Ninoy Aquino day today, I was able to contemplate few things about my childhood. Being born in the era of People Power, I remember frequently asking my parents, “Ma, Pa, sino mas matalino, si Ninoy ba o si Marcos?” Then, my parents would readily answer, “Si Ninoy, kasi si Marcos bad yon.” I am sure I asked that question to them more than once, but they still gave me the same answer. As I grew up, I learned to answer that question myself and I thought, my parents used the question as a tool to teach me values. Although they could have answered otherwise because Marcos was able to develop the Philippines to its peak economy, they used a constructivist approach in teaching me values. As I was aware of the killings done by Marcos, they used my question to emphasize the difference between good acts and bad acts, and that intelligence is best with virtue. Constructivist learning approach is defined by Yost, et al. in 2000 (as cited in Densten & Gray, 2001) as a way to learn by relating one’s past and familiar events to new concepts that would, in turn, imbibe new understandings to the learner. According to the article, the case method approach follows this constructivist principle. Coming straight from high school, first year nursing students will benefit from using the case study method because of two important reasons, namely: they already have science background from high school and they have high cognitive ability.

Having science background can trigger interest. A good instructor will be aware of the existing knowledge to tap in order to introduce new concepts to the learners. For instance, in introducing the concept of stem cells, the instructor may ask the students to identify the parts of a plant studied back in high school. Stem cells, according to Saladin in 2003, are cells that can develop into several different kinds of functional cells depending on the genetic trigger. The stem of a plant, in the same sense, may grow different fruits depending on the seed. With assessing prior knowledge or alternative conceptions, students have a bridge to relate the new concept to prior knowledge and thus facilitating learning.

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.

Given the current preparation of faculty and the requirement to have a Masters Degree, I believe nursing instructors in the Philippines are equipped to use this kind of learning style. In UERM, for example, a subject called Instructional Design can be taken as a cognate in the MSN curriculum to pave the way for instructors to enhance their teaching. In conclusion, seeing the big picture is needed in order to understand the intricacies and rationale of the nursing standards and practice. In this sense, the case method will facilitate learning in the nursing field.




Densten, I. L., & Gray, J. H. (2001). Leadership development and reflection: What is the connection? The International Journal of Educational Management, 15(3), 119-124. Retrieved July 4, 2008, from ABI/INFORM Global database.


Saladin, K. (2003). Anatomy & physiology: The unity of form and function (3rd ed.). The McGraw−Hill
Companies.


Videbeck, S. L. (2003). Psychiatric mental health nursing (2nd ed.). Lippincott Williams and Wilkins.

luder wrote:

How applicable are the three principles (alternative conceptions, conceptual framework, metacognitive approaches) to the present practice of presenting cases in our nursing schools? Or do you think that it is already being applied? Considering what we’ve learned in instructional design, will the backward nature of the case study method hinder rather than facilitate learning in nursing schools? How ready is our nursing faculty in facilitating the case study method using the given principles?

I agee. Based on experience, it is very difficult to introduce a new concept without associating with prior knowledge. When I get the "blank look" from my students, I know I have to associate more.

Divinia Joy Tuzon wrote:

I believe that the use of this approach will pave way for all students not only those involved in the nursing profession to understand and appreciate the lessons presented to them. The major advantage of using the case study method is that it encourages the interest of the students by relating it to the subject matter. This is supported by Seperich et al (1996) in their report, “Experience has shown that case studies bring interesting, real-world situations into the classroom.”

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.

I agree. That is the sense of contructivism, letting the learners build their own knowledge which does not necessarily come from the instructor.

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.

i see what you mean. with this method, its up to the student how the knowledge will be understood. point taken!

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.

In this sense, continuing education is encouraged. Who knows, 10 or 20 years from now a new and more effective teaching style may emerge and we will be the traditionalists already!

Josh wrote:

Maybe, seasoned faculty or senior faculty, are still unprepared to embrace this approach. However, advantages and positive outcome of this method to our current and future students will pave the way for delightful acceptance from our senior faculty.