Learning from Cases Online

Medical cases can be very effective teaching tools.  Sometimes, though, it’s hard to know exactly what to include in a teaching case, especially when it’s presented online.  

For a good resource on developing cases, you can look through a recent paper in Teaching and Learning Medicine (1). 

The authors looked at online case-based presentations and scored each one on a series of features that make for a “good” case:

• Relevance
• Engagement
• Challenge
• Instructional strategies

Only a few of the online cases they reviewed scored well on their metric, which shows that many online cases aren't as good as they could be.  

This framework/checklist is a good way to look at cases and it’s worthwhile looking at the examples they present.  

The paper is worth taking a look at if you’re in the process of trying to develop case-based learning materials, or you want to review existing cases.



1. Kim, S., Phillips, W.R., Huntington, J., Astion, M.L., Keerbs, A., Pinskey, L., Dresden, G., Sharma, U., and D.W. Shearer (2007). Medical case teaching on the web.  Teaching and Learning in Medicine, 19(2), 106-114.  


http://www.tandfonline.com/doi/abs/10.1080/10401330701332169

Online Learning Works Teaching a Complex Subject using PBL

Distance Learning is as Effective as Classroom Learning

In general, many studies have shown that online learning is as effective as classroom learning.    The most common finding when comparing classroom to online learning is that they’re essentially equivalent if they’ve been carefully designed.  This has been shown to be true for many different kinds of learning experiences, but what about a highly interactive kinds of learning?  

A New Study Compares Online to Classroom Learning of Statistics

Does online learning work for learning statistical methods using a highly interactive methods like problem-based learning (PBL)?  That’s the question asked in a new paper published in Advances in health Sciences Education. (1)

The learners were enrolled in a Master’s degree program in public health and were learning multilevel and exploratory factor analysis.  

The classroom version of the course consisted of lectures, guided practice using statistical software, and PBL tutorials.  

Online learning used video lectures, individual practice with statistical software, and asynchronous PBL using discussion boards.  

Students’ experiences (positive or negative) were elicited after the course and their scores on the class final exam were compared.  

Measures indicated no significant differences between the two groups on examination scores.   

Some Advantages to Asynchronous PBL Discussions

Tutors and students noted some advantages of the asynchronous PBL discussions.  Tutors found that the online PBL took a little more time, to write feedback rather than delivering immediate verbal feedback.

Tutors like having the ability to monitor what students were doing and who was contributing the most to each discussion.  

Overall, the results of the study are consistent with many other studies showing that online learning can be as effective as classroom-based learning, even for a highly complex subject. 




de Jong, N., Versteen, D.M.L., Tan, F.E.S., and O'Connor, S.J., 2012, A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health masters degree. Advances in health Sciences Education (epublication).