From problem‐based learning to interrupted lecture: Using case‐based teaching in different class formats

Abstract

Although many examples of using problem‐based learning and case studies in teaching science occur in the literature, instructors may still have questions about when, why, and how to use these strategies, especially in different class settings. In this article, I describe my experience in using these pedagogical methods in three different class formats: a small biochemistry survey course, which I taught entirely as problem‐based learning; a small organic chemistry class in which I used some case‐based teaching with students working collaboratively in groups; and a large lecture‐style biochemistry survey course in which I used cases as homework and in‐class exercises. In each instance I describe the apparent benefits and drawbacks of each approach, drawing on the literature of how these methods may best promote learning. As part of this discussion I pose questions for instructors to help them decide which form of case‐based teaching best fits with their particular teaching goals and class contexts.