Student Preference for Case Studies: Enhanced Learning in a Human Physiology Course

Kashif A. Ahmad, Faisal Y. Malik, James R. Hulbert

Research output: Contribution to journalArticlepeer-review

Abstract

Case studies offered in lecture sessions as an active learning strategy seek to engage students in critical thinking and facilitate guided inquiry. With large class sizes, it can be challenging to conduct in-depth critical thinking and cover the many topics in the syllabus. We have realized that long lectures can be boring while process-oriented inquiry using case studies can encourage critical thinking and enhance student learning and complement shorter lectures. In this research, we demonstrate that, even with large class sizes, introducing case studies can increase understanding of a physiological concept. We also conclude that offering case studies in an early phase of the curriculum could promote students’ mastery in physiology.

Original languageEnglish (US)
Pages (from-to)117-120
Number of pages4
JournalMedical Science Educator
Volume22
Issue number3
DOIs
StatePublished - Sep 1 2012
Externally publishedYes

Keywords

  • case studies
  • critical thinking
  • educational method
  • lecture
  • physiology

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

Fingerprint

Dive into the research topics of 'Student Preference for Case Studies: Enhanced Learning in a Human Physiology Course'. Together they form a unique fingerprint.

Cite this