student solving a problem

Case-Based Learning

Applying knowledge to real-world case studies

At a Glance

Some key takeaways on case-based learning:

  • Case-based learning is an active learning approach used across disciplines in which students apply their knowledge to real-word case studies.
  • Research has found that case-based teaching produces more engaged students with stronger critical thinking skills as well as deeper understanding of course material and diverse perspectives (Caesar et al., 2016; Yadav et al., 2007).
  • Instructors interested in introducing case studies into their classrooms can write their own cases or utilize/adapt existing open access cases.
     

What is Case-Based Learning?

Benefits

Recommendations

Examples

References & Resources

What is Case-Based and Problem-Based Learning?


Case-based learning (CBL) is an active learning technique used across disciplines where students apply their knowledge to real-world scenarios. Students typically work together in groups to examine case studies involving one or more characters and/or scenarios. Under the instructor’s guidance, students devise strategies and solutions to address the situation at hand.

Problem-based learning (PBL) is a similar pedagogical approach that is less structured than CBL and involve es open rather than guided inquiry. Instructors present students with a complex real-world problem that is not initially well-defined. Students are expected to work on defining and understanding the problem before brainstorming solutions, unlike with case studies where the problem is clearly delineated. In this way, PBL case studies replicate the multifaceted nature of real-world challenges and facilitate self-directed learning.
 

Benefits

There are a number of benefits to using CBL and PBL in the classroom. For one, research has found that a majority of students tend to prefer case-based learning over traditional lecture-based formats (Samuelson et al., 2017; Murphy and Radloff, 2019). Students are more engaged in the classroom when examining case studies, leading to greater knowledge acquisition (Caesar et al., 2016). 

Faculty also report that students develop a deeper understanding of course material and differing perspectives as well as stronger critical thinking skills when taught using case studies (Yadav et al., 2007). Stories embedded within case studies are particularly effective in helping students to understand new scenarios.

Recommendations

Instructors interested in implementing CBL may utilize or adapt open access cases or write their own original cases. Open access cases are widely available for download through databases such as the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program, which provide useful public policy case studies for use in the classroom. More open access case studies can be found in the Examples section of this webpage.

Alternatively, instructors may choose to write their own cases if they are unable to find open access cases relevant to their course learning objectives. 

CBL presents an excellent opportunity to encourage students to collaborate in groups. Research has found that students learn from each other when examining case studies by brainstorming together, bouncing ideas off of one another, probing each other, and sharing specialized knowledge (Thurman et al., 2009). In large classes, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs close together.

When students work in diverse teams, they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.

Instructors can facilitate learning by walking around to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups. If several groups appear to be confused on key concepts, it is helpful to guide the entire class using a mini-lesson or discussion questions.

Introducing CBL into a course may feel daunting, but instructors can begin by integrating a single case into their class and increase the number of cases utilized over time. Case studies can be introduced in class, but students can be asked to work on cases outside of class as well. Once students have conducted their own research and considered the case study, instructors can lead a fruitful discussion at the next class meeting.

Instructors can also assess student learning from CBL in multiple ways. For informal assessment, they can ask students to report back answers to various case questions once the class regroups. For more formal assessment, instructors can ask students to submit written responses to case study questions at the end of class or for homework. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Priyamvada Natarajan is a woman with dark brown hair wearing a red shirt.

“Exposing students to learning to think from different disciplinary vantage points not only enriches their learning experience but also engages them in new ways that promote a deeper understanding of the material.”

—

Priyamvada Natarajan, Joseph S. & Sophia S. Fruton Prof. of Astronomy, Prof. of Physics

Examples of Case-Based Learning

  • Students may consider the case of a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. 
  • Sample cases: David Geffen School of Drama
  • A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. They may work together to understand the perspectives of different stakeholders, identify litigation strategies, and practice negotiation. 
  • Sample cases: Mortgage Crisis Call (abstract), The Case of the Unpaid Interns (abstract)
  • Students may be given a scenario of two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. 
  • Sample science cases: https://itue.udel.edu/pbl/problems/ 
  • Students may read about a patient presenting with specific symptoms. They decide which questions are important to ask the patient in their medical history. As the case unfolds, students may propose relevant tests, a differential diagnosis, and a plan of treatment. 
  • Additional cases are available from the Yale School of Medicine and the National Science Teaching Association.

References and Resources

  • Caesar, M. I. M., Jawawi, R., Matzin, R., Shahrill, M., Jaidin, J. H., & Mundia, L. (2016). The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons. International Education Studies, 9(2), 51-65.
  • Murphy, L., & Radloff, J. (2019). Facilitation of Clinical Reasoning Through Case-Based Learning in OT Education. AJOT: American Journal of Occupational Therapy 73(S1). http://dx.doi.org.yale.idm.oclc.org/10.5014/ajot.2019.73S1-PO5003
  • Samuelson, D. B., Divaris, K., & De Kok, I. J. (2017). Benefits of case‐based versus traditional lecture‐based instruction in a preclinical removable prosthodontics course. Journal of Dental Education, 81(4), 387-394.
  • Thurman, J., Volte, S.E., & Bolton, J.R. (2009). Collaborative, Case-based Learning: How Do Students Actually Learn from Each Other? Journal of Veterinary Medical Education 36(3), 297–304. 
  • Yadav, A., Lundeberg, M., DeSchryver, M., Dirkin, K., Schiller, N. A., Maier, K., & Herreid, C. F. (2007). Teaching science with case studies: A national survey of faculty perceptions of the benefits and challenges of using cases. Journal of College Science Teaching 37(1), 34.