A Step-by-Step Guide to Case-Based Collaborative Learning (CBCL) PDF
Preview A Step-by-Step Guide to Case-Based Collaborative Learning (CBCL)
IAMSE Manuals Henrike C. Besche · Richard M. Schwartzstein · Randall W. King · Melanie P. Hoenig · Barbara A. Cockrill A Step-by- Step Guide to Case-Based Collaborative Learning (CBCL) IAMSE Manuals Editor-in-Chief Steven M. Crooks, Western Michigan University Homer Stryker Kalamazoo, MI, USA Editorial Board Jongpil Cheon, Texas Tech University Lubbock, TX, USA Peter G. M. de Jong, Leiden University Medical Center Leiden, The Netherlands David W. Mullins, Dartmouth Geisel School of Medicine Hanover, NH, USA Thom F. Oostendorp, Radboud University Medical Center Nijmegen, The Netherlands The book series IAMSE Manuals is established to rapidly deploy the latest developments and best evidence-based examples in medical education, offering all who teach in healthcare the most current information to succeed in their task by publishing short “how-to-guides” on a variety of topics relevant to medical teaching. The series aims to make the best and latest evidence-based methods for teaching in medical education to educators around the world, to improve the quality of teaching in healthcare education, and to establish greater interest in the teaching of the medical sciences. Henrike C. Besche • Richard M. Schwartzstein Randall W. King • Melanie P. Hoenig Barbara A. Cockrill A Step-by-Step Guide to Case-Based Collaborative Learning (CBCL) Henrike C. Besche Richard M. Schwartzstein Program in Medical Education Beth Israel Deaconess Medical Center Harvard Medical School Harvard Medical School Boston, MA, USA Boston, MA, USA Randall W. King Melanie P. Hoenig Department of Cell Biology Beth Israel Deaconess Medical Center Harvard Medical School Harvard Medical School Boston, MA, USA Boston, MA, USA Barbara A. Cockrill Program in Medical Education Harvard Medical School Boston, MA, USA Brigham and Women’s Hospital Harvard Medical School Boston, MA, USA ISSN 2673-9291 ISSN 2673-9305 (electronic) IAMSE Manuals ISBN 978-3-031-14439-4 ISBN 978-3-031-14440-0 (eBook) https://doi.org/10.1007/978-3-031-14440-0 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface Interviewer: “For somebody who’s never been in a CBCL class, can you just describe what it is? Interviewee: “A CBCL class is basically a time for you to engage actively with and immediately apply the material that you’ve prepared the night before to solve problems. The best way to describe it is that it’s very interactive learning. You’ll sit at a table of four people, in a classroom of 40 students. The general format will be that the faculty member will present a case or a problem for you to solve and then a num- ber of questions to consider as you look at that case. Then you divide into your groups of four people and maybe talk for maybe 5–10 minutes depending on how hard the question is, come up with some ideas, and then you’ll be brought back together in a group of 40 at which point the faculty member will facilitate a broader conversation in which the different groups can share their ideas, their thoughts and their questions, or even points of confusion with the group as a whole. It’s interactive on kind of a broader scale - at the larger group level and then also at the smaller table level.” Interviewer: “Can you describe the best aspects of learning in this kind of way?” Interviewee: “I think it’s just getting to actually work with your classmates on a daily basis. Especially since so much of our class had worked before medical school and had been in this kind of collegial atmosphere where you’re working with colleagues and you’re talking with colleagues and you’re bouncing ideas off of colleagues, I would have found it a lot harder to revert back to more of a lecture setting where you are sitting with your peers and learning the same information but you’re not really getting to interact in a learning setting as intensely. For me I really loved that interaction of actually getting to know my classmates a lot better but also getting to try and simulate the workplace as much as you can in a classroom setting, I found really helpful and I think it has a lot of really good potential for team development.” v vi Preface (Excerpts from an interview with a first-year medical student enrolled in the Pathways MD Program at Harvard Medical School, slightly edited for brevity and clarity.) Boston, MA, USA Henrike C. Besche Richard M. Schwartzstein Randall W. King Melanie P. Hoenig Barbara A. Cockrill Contents 1 What Is Case-Based Collaborative Learning (CBCL)? . . . . . . . . . . . . 1 1.1 What Does Case-Based Learning Mean? . . . . . . . . . . . . . . . . . . . . . 3 1.2 How Does CBCL Compare to PBL? . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3 How Does CBCL Compare to TBL? . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.4 How Does CBCL Foster Active Learning? . . . . . . . . . . . . . . . . . . . . 8 1.5 How Do I Know if CBCL Is Right for My Learners? . . . . . . . . . . . . 10 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2 Step-by-Step Guide to Creating CBCL Modules . . . . . . . . . . . . . . . . . . 17 2.1 Learning Objectives and Backwards Design . . . . . . . . . . . . . . . . . . . 18 2.2 Taming the Workload: How to Create Preparatory Resources That Inform, Not Overwhelm . . . . . . . . . . . . . . . . . . . . . . 24 2.3 Not Too Hard and Not Too Easy: Goldilocks’ Principles of Writing RAEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 2.4 What Makes for a Good Discussion? Writing CBCL Cases . . . . . . . 29 2.5 The Final Stage: Supporting Students During Consolidation . . . . . . 33 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 3 Leading CBCL Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 3.1 Supporting Students in Forming Healthy Learning Teams . . . . . . . . 38 3.2 How to Facilitate CBCL Case Discussions . . . . . . . . . . . . . . . . . . . . 40 3.3 Teach the Teacher: Why Faculty Guides Are Essential . . . . . . . . . . . 43 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 4 Variations on CBCL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 4.1 Cultivating Independence: How the CBCL Format Can Be Adapted Developmentally . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 4.2 Virtual CBCL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 vii About the Authors Henrike C. Besche is Lecturer in Cell Biology and the Associate Director for Curriculum Integration in the Program of Medical Education at Harvard Medical School. In her role she is responsible for various aspects of basic science teaching in the pre- and post-clerkship HMS Pathways curriculum ranging from curriculum and faculty development to active teaching. Dr. Besche is an expert in case-based collaborative learning and works closely with other faculty on case writing and facilitation. Richard M. Schwartzstein is the Ellen and Melvin Gordon Distinguished Professor of Medicine and Medical Education at Harvard Medical School and exec- utive director of the Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center. Dr. Schwartzstein first piloted the CBCL format in his course Integrated Human Physiology, and chaired the steering committee that developed the Pathways curriculum at Harvard Medical School. He is also the chief of the Division of Pulmonary, Critical Care and Sleep Medicine at Beth Israel Deaconess Medical Center. Randall W. King is the Harry C. McKenzie Professor of Cell Biology at Harvard Medical School. He co-chaired the subcommittee on curricular content and organi- zation as part of the Pathways curriculum redesign. He directs the Foundations course, which introduces first-year students to ten basic science disciplines in an integrated format using the CBCL approach. In addition, he directs an advanced integrated science course on cancer biology, taken by students in the post-clerkship phase of the curriculum. Melanie P. Hoenig is Associate Professor of Medicine. She has co-chaired the steering committee that developed the Pathways curriculum at Harvard Medical School and is now the course director for the pre-clinical course, Homeostasis II, which combines endocrine, renal, and gastrointestinal physiology and pathophysi- ology taught in the CBCL format. Dr. Hoenig practices nephrology at Beth Israel Deaconess Medical Center, a Harvard-affiliated teaching hospital. ix x About the Authors Barbara A. Cockrill is the George E. Thibault Academy Associate Professor of Medicine and Associate Dean for Faculty Development in Medical Education for the MD program at Harvard Medical School. In addition to providing training and support for HMS teaching faculty in all phases of the curriculum, she is also a course director for a pre-clinical pathophysiology course taught in the CBCL for- mat. Dr. Cockrill practices pulmonary and critical medicine at the Brigham and Women’s Hospital, a Harvard-affiliated teaching hospital.
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