BACKGROUND: The Case Method is a teaching method in which cases from real life inspire students to actively seek knowledge that they discuss in structured seminars. Case seminars in health education have been evaluated, compared and discussed, but descriptions that can help us understand how students learn in the seminars have not previously been published. In a Swedish nursing programme, where case seminars have been used for several years, students were asked to write about their experiences of learning in the seminars. The aim of the present study was to describe this learning process from the students' point of view. METHOD: Written data were analysed using content analysis. FINDINGS: A theme concerning how the Case Method opens doors to deeper understanding was identified as a thread running through different codes and categories. Students described the importance of new perspectives and their wish to participate in discussions with other students. The students indicated that the structure, which involved pre-prepared cases and writing on the white board, positioned their own knowledge in a wider context and that the learning atmosphere enabled everyone to participate. CONCLUSIONS: The Case Method seems to involve students in a way that deepens their understanding and critical thinking. Copyright 2009 Elsevier Ltd. All rights reserved.
BACKGROUND: The Case Method is a teaching method in which cases from real life inspire students to actively seek knowledge that they discuss in structured seminars. Case seminars in health education have been evaluated, compared and discussed, but descriptions that can help us understand how students learn in the seminars have not previously been published. In a Swedish nursing programme, where case seminars have been used for several years, students were asked to write about their experiences of learning in the seminars. The aim of the present study was to describe this learning process from the students' point of view. METHOD: Written data were analysed using content analysis. FINDINGS: A theme concerning how the Case Method opens doors to deeper understanding was identified as a thread running through different codes and categories. Students described the importance of new perspectives and their wish to participate in discussions with other students. The students indicated that the structure, which involved pre-prepared cases and writing on the white board, positioned their own knowledge in a wider context and that the learning atmosphere enabled everyone to participate. CONCLUSIONS: The Case Method seems to involve students in a way that deepens their understanding and critical thinking. Copyright 2009 Elsevier Ltd. All rights reserved.
Authors: Jessica K Paulus; Rocío Santoyo-Vistrain; David Havelick; Amy Cohen; Robert Kalyesubula; Ikeoluwapo O Ajayi; Jens G Mattsson; Hans-Olov Adami; Shona Dalal Journal: J Epidemiol Glob Health Date: 2012-09-15