Piloting case-based instruction in a didactic clinical immunology course

Area of Science:

• Medical Education
• Immunology Education

Background:

• Traditional lecture formats in higher education may not fully engage students.
• Innovative teaching methods are needed to improve student outcomes and satisfaction.

Purpose of the Study:

• To evaluate the impact of case-based instructional modules on critical thinking, attendance, and satisfaction in a clinical immunology course.
• To gather student perspectives on the effectiveness of case study formats.

Main Methods:

• A university-level clinical immunology course was taught over two semesters, with case-based modules introduced in the second semester.
• Student performance on critical thinking questions, attendance rates, and course evaluations were compared between the baseline and intervention groups.
• Student opinions were collected via surveys and focus groups.

Main Results:

• No significant difference was observed in critical thinking exam performance between groups.
• Student attendance was significantly higher during case study sessions (95.6%) compared to traditional lectures (80.3%).
• Composite ratings for instructor involvement, student-instructor interaction, and course organization significantly improved with the introduction of case studies.

Conclusions:

• Case studies are a valuable instructional method in clinical immunology, enhancing student engagement and interaction.
• While not directly improving critical thinking test scores, case studies positively influenced attendance, satisfaction, and revealed student misconceptions.
• Incorporating case studies can be an effective strategy to improve the overall learning experience and course dynamics.