Dalhousie Medicine New Brunswick

Faculty of Medicine

Case base learning: What the heck does that mean?

What is case based learning?	Case based learning is actively learning in groups Promotes group interaction and discussion of case scenarios
Who is involved?	Tutor (s) 6 to 8 medical learners
Where?	Dalhousie Medicine New Brunswick (DMNB), UNBSJ Campus First floor, Tutorial rooms
When?	MED I - Clinical Units – Monday and Wednesday mornings MED I – Professional Competency Unit – Tuesday morning
	MED II – Clinical Units – Monday and Wednesday afternoons MED II Professional Competency Unit– Tuesday afternoon
	Typical Week Schedule - Med I and MED II (all units)
Why?	Promotes integration of prior and newly acquired knowledge Development and improvement in problem solving skills and critical thinking

Opportunity to develop and maintain a strong learning community
Tutors and learners are able establish a professional rapport and build trust
Learners and Tutors work together as a group
Provides opportunity to model the process of solving medical problems which is the core activity of most physicians
Student centered discussion - allows the students to integrate knowledge gained while exploring the case

Does:

Does not!

Lecture
Have all/ share all the answers
Dominate discussion
Distract and digress focus from intended learning objectives and group discussion

Does:

Arrives prepared for each tutorial discussion
Actively engage and participate within group discussions
Models professionalism
Take ownership and remain accountable for personal learning
Contribute comments, thoughts, and insight within the group discussions
Active questioning: pose questions to peers and Tutor
Seek out guidance and support from Tutor if required
Communicate with Tutor about areas of difficulty or struggles related to the cases
Identify topics requiring further discussion; seek out support and guidance

Does not!

Tutorial Session:

Tutor and Learners come prepared to the case discussion, having already read the objectives and the details of the case.
Opportunity to familiarize themselves with the content, and explore some new topics prior to the group discussion
Tutor and Learner arrive well- prepared to contribute to the discussion
NOT reviewing and preparing for the case prior to the session will create challenges to
keep up with and contribute to the discussion which could adversely affect the assessment of the student.

Cases:

Cases are located on Dal’s Learning Management System (LMS) called Brightspace
Faculty and Learners are provided a NET ID prior to their roles
Contact the respective Curriculum Coordinator with questions related to cases:
- MED I Curriculum Coordinator - dmnbmed1@dal.ca
- MED II Curriculum Coordinator - dmnbmed2@dal.ca

Assessment dates:	Assessment dates for formative and summative assessments are sent to Tutors in a document titled *“Tutor Case Schedule*”. This document is sent out by the Med I and Med II Curriculum coordinators in advance of the unit start date.
Sample Assessments:	Clinical Units: Assessment of Student by Tutor - Med 1 Tutorial (SUMMATIVE) Assessment of Student by Tutor - Med 1 Tutorial (FORMATIVE)
	Assessment of Student by Tutor - Med 2 Tutorial (SUMMATIVE) Assessment of Student by Tutor - Med 2 Tutorial (FORMATIVE)
	Professional Competency Units: Assessment of Student by Tutor - Med 1 Tutorial (SUMMATIVE) Assessment of Student by Tutor - Med 2 Tutorial (FORMATIVE)
Scheduling Feedback and Assessment Conversations:	Based on the Tutor Case schedule where assessment due dates are noted, please arrange a time with each learner individually for a feedback conversation. Ideally a private location if face to face, allot 15 to 20 minutes for the conversation, review notes you may have taken during tutorials, take time to prepare for the conversation and implement effective feedback strategies when speaking with your learner.