Developing one or more case studies

Introduction

This paper gives a brief overview of the use of case studies and the format for developing a case for use during the H.E.L.P. course. When it has been approved, it will be included in the repository with information for course facilitators.

Using case studies

A case study is a learner centred activity. It is based on a real-life situation in which learners analyse the situation, formulate potential interventions and discuss to what extent these are appropriate and, what may be potential consequences.

The use of a case study is to contextualize learning experiences and build on prior knowledge and experiences by illustrating a real-life or real-like story. Case based learning helps to construct and store memories that can be triggered later to solve new real-life and on-the-job problems. Usually they are carried out in a bonded system and with limited actors.

Case studies promote active learning and the learners' motivation and interest. They enable to make a link between theory and practice. Furthermore, case studies give an opportunity for the development of transferable skills such as group working, problem solving, time management and presentation skills.

Challenges

When developing a case study, it may be challenging to decide how much background information is needed to put learners into a situation. Keeping the learning objectives at the centre will help to define the borders of the suitable type and amount of information. Another crucial point is that learners should know what is expected from them in the case studies.

Last but not least, attention must be given to the learning outcomes. Surface learning can occur, e.g. while retrieving information from the internet, without critical thinking on the material.

Format to develop a case study

First steps to develop a representative case study

Length

What is the purpose of this case study? Which learning objectives is it linked to and how will the case study be able to support the course learning objectives?

Method to develop the case study.

For the H.E.L.P. course, we will develop from existing crisis situations, either by using a real case or an adaptation/real-like case. Ensure that it resembles professional problems that learners will be faced with in their work.

What rules and procedures should be applied, Are there definite variables that must be included?

E.g. Type of context, time available, elements included that will trigger the process you look for, approach learners are expected to follow, expertise/experience of facilitator(s)

What will be the most frequent problems that learners may face when working on this care? What confusions are likely to occur?

Story description + tasks to be completed by the learners

Introduction

  • Brief presentation of the problem

  • Central character(s)

Overview /Information available

  • Scenario of the situation –ensure a good balance between information given and information required from the participants

  • Statements from people involved

  • Other characters involved

  • Issues that arise from the situation

Solutions attempted. What happened when the solutions were put into operation? What worked, what did not work?

Tasks to be completed by the learners, incl. the way in which they are expected to present their work

Annexes: Additional information to work on the case stud such as copies of documents, charts, technical specifications, etc.

Knowledge transfer

Feedback on how the conclusions/ proposed interventions of the learners compare to real-life situations

Call for action

  • What will participants be able to do after the case study?

  • Can they apply what they've learned in other real-life situations?

Indicators of success

E.g. Did learners follow the proposed decision making process; use the relevant background information appropriately; extent to which they were capable of doing the case study