Piloting Case-based Instruction in a Didactic Clinical Immunology Course

Kathleen A Hoag; Janet K Lillie; Ruth B Hoppe

doi:10.29074/ascls.18.4.213

This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.

Kathleen A Hoag, PhD CLS(NCA)⇑
1. is Assistant Professor, Medical Technology Program, College of Natural Science; Michigan State University, East Lansing MI
Janet K Lillie, PhD
1. is Assistant Professor, Department of Communication and Assistant Dean, College of Communication Arts & Sciences; Michigan State University, East Lansing MI
Ruth B Hoppe, MD
1. is Professor Emeritus, College of Human Medicine; Michigan State University, East Lansing MI

Address for correspondence: Kathleen A Hoag PhD, 322 North Kedzie Hall, East Lansing MI 48824-1031. (517) 353-3276. (517) 432-2006 (fax). hoagk{at}msu.edu

Abstract

OBJECTIVES: To assess 1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and 2) student opinion of case formats.

DESIGN/SETTING/PARTICIPANTS: University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort.

INTERVENTION: Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six.

MAIN OUTCOME MEASURES: Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group.

RESULTS: Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p <0.0001). Only composite ratings for instructor involvement, student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p <0.0001 for all indices).

CONCLUSIONS: Although case studies did not significantly improve student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

ABBREVIATIONS: CL = cooperative learning; CLS = clinical laboratory science; Ig = immunoglobulin; PBL = problem-based learning; SIRS = Student Instructional Rating System.