Teaching with problem-based medical cases: theoretical and practical foundation for case facilitators (2024)

Program: Relevant for all who work with/wants to work with medical cases, including B, CPM, CSLTM, HEP

The aim of problem-based learning is to facilitate learning in ways that mirror the professional practice. This has several advantages, including highlighting the applicability of the material being taught and facilitate active learning, which increases student motivation, engagement, and the final learning outcome.

 A feature of problem-based case work is the use of problem triggers placed in a context, e.g., a medical phenomenon. Small groups of students work on the case together: 1) They analyze the problem, 2) identify learning issues for developing an adequate explanation for the phenomenon, 3) follow up with research, and 4) prepare the explanations. When required, they would also determine the course of treatment, action or solution that best address the phenomenon. Focus is on analyzing complex situations with limited information using acquired knowledge and deduction, and learning to understand causalities of biological systems, i.e., the link between symptoms, biological mechanism, clinical outcomes, and applied treatments.

In this way, not only do the students gain knowledge about professional practice, the also come into the mindset of a professional presented with a context to deal with. (Barrows & Tamblyn, 1980)

The case facilitator has a central role in ensuring the optimal outcome of the case-sessions and can “make or break” the sessions. However, the teaching strategy of the case facilitator is vastly different from the role undertaken by a lecturer. Participants on this course will be given a solid introduction to the theoretical and practical foundation of case facilitation. A special focus is on the role of the case facilitator, and the practicalities of case facilitation, down to the level of what to bring to a session and other experiences. A simulated case session will demonstrate the role of the case facilitator.

Contents of lectures:

·        Introduction and theoretical foundation of problem-based case work

·        The important role of the case facilitator and the steps of case start and case end facilitation

·        Hands-on: Solve case under supervision

·        Case facilitator preparation for case sessions

·        Good and bad cases, how to edit and make new cases, and future directions of case work

Literature: Notes, literature, and exercise instruction will be distributed at the course

Prerequisites: None. The course will provide a solid foundation of case work but may also serve as a brush-up course.

Organizer: Associate Professor Tue Bjerg Bennike, email: tbe@hst.aau.dk

Lecturers:           

• Associate Professor Patrik Kjærsdam Telléus
• Associate Professor Tue Bjerg Bennike
• Associate Professor Louiza Bohn Thomsen
• Associate Professor Trine Fink