Case Based Learning

Case-based learning (CBL) is an educational approach in which students examine and discuss real or simulated scenarios. This method encourages them to apply their knowledge to solve problems while also enhancing their critical thinking skills.

What is Case Based Learning? (CBL)

Case Based Learning (CBL) is a teaching approach which emphasises the need for collaboration between learners, allowing them to develop their existing knowledge and identify gaps in their understanding. Students are placed in small groups, given several example cases and learning objectives related to their current area of study and encouraged to discuss them.

These learning objectives are derived from their existing anatomy and clinical lectures, and designed to give them a guide through which to direct their study. Doing so allows students to synthesise the knowledge from their lectures and practical clinical skills/anatomy sessions in a discussion with their peers.

This is mirrored in the larger group sessions, which are led by a dedicated facilitator. These larger sessions are designed to expand on existing knowledge by having a specialist lead the conversation through Socratic questioning. These are simply open and probing questions on the subject matter, designed to encourage deeper thinking about the subject, clarify meanings and to explore components from a more rounded viewpoint. The aim is that students are taking their knowledge still further by putting the larger component pieces from their lectures and smaller group sessions together to gain a unified understanding of the subject matter. An example of small group CBL teaching. 6 students are sat around a table with laptops - one is asking a question to another whilst reading from a laptop on a subject case.

What are the benefits of a CBL based curriculum?

The outcome of a CBL based approach is that students are using and reinforcing their existing knowledge, whilst also identifying any gaps in their knowledge through collaboration with colleagues.

It makes use of a "flipped" classroom approach where students build what they are learning into what they already know. This provides a more concrete learning approach which is robust and allows easy recall of information when placed in either emergency clinical situations or whilst under pressure.

By using a split approach of smaller and larger groups, students get the benefits of increasing their leadership skills and refining their study practices within smaller working groups. The larger sessions then allow for expanding this core knowledge, whilst also providing feedback to them from a dedicated subject matter expert. This in turn promotes confidence in their existing knowledge, whilst helping them to plug any gaps or identify weaknesses in their understanding.
An example of larger group CBL teaching being led by a facilitator. A group of students are sat around a table in a large classroom observing a screen. The facilitator is stood next to the screen detailing various points relating to the case in question which is being projected onto the wall.

PBL vs CBL

Liverpool switched from a "problem based learning" (PBL) mode of delivery to an “integrated” mode of delivery in 2014. This blends several hundred lectures, online resources and small group teaching to provide learning that suits a variety of learning styles. While PBL provided students with a case from which to make their own learning objectives, CBL provides our students with pre-determined learning objectives from a specific case. This helps them to know what to study and discuss with a small group of other students. These groups then come together in a slightly bigger group for a facilitated discussion.

The facilitation for CBL is different from PBL. CBL requires the facilitators to be clinicians or/and an academic who are specialists within the field of the case, so they can direct the group’s learning and answer case-related questions to help develop understanding at the level required.