A case for case studies: One teacher's reflective approach in clinical teaching

Hie Hua Wong, Josephine M. Csete

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review

Abstract

The case study approach has been effective as a mode of student-centred teaching, and with consultations with the students, it can and will be further improved to achieve better and more enjoyable learning for students in this course. Action research facilitated improvement and implementation of the case study approach to enhance teaching and learning of a clinical subject. Constructive alignment is indeed important and makes a considerable difference to the way the students work and learn. Small group interviews and discussions can be very useful and fruitful, as both the students and I could discuss and clarify issues that would normally not be raised in class and allow shy students to speak up more. It may be time-consuming, but it certainly helps to narrow the gap between teacher and students as communication improves. Not all action research processes are reported in as much detail as given here, but it is hoped that this detailed account will give readers who are interested in action research or the case study approach useful insights into how they can plan and carry out their own studies for improving teaching and learning. In the light of the philosophy presented here, the evaluation, modification and implementation of the case study approach will continue.
Original languageEnglish
Title of host publicationDeveloping Learning Environments
Subtitle of host publicationCreativity, motivation and collaboration in higher education
PublisherHong Kong University Press, HKU
Pages57-76
Number of pages20
ISBN (Print)9789622096905
Publication statusPublished - 1 Dec 2004

ASJC Scopus subject areas

  • Arts and Humanities(all)

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