Developing a service user facilitated, interactive case study--a reflective and evaluative account of a teaching...

Area of Science:

• Health and Social Care Education
• Pedagogic Action Research
• Service User Involvement

Background:

• The article details a novel method using service user-facilitated case studies in UK university health and social care programs.
• An action research methodology was employed to refine personal practice and elevate the student educational experience.

Purpose of the Study:

• To develop and evaluate a service user-facilitated case study method for health and social care education.
• To enhance student learning, critical thinking, and career preparedness through innovative pedagogical approaches.

Main Methods:

• Utilizing an action research framework guided by Norton (2009).
• Transforming a service user's narrative monologue into an interactive case study format.
• Engaging both undergraduate and postgraduate health and social care students in the research.
• Employing session evaluation forms for data collection and thematic analysis.

Main Results:

• First-person accounts delivered by service users deeply resonate with and engage students.
• Dedicated thinking time within the case study format significantly improves student reflection and critical thinking skills.
• The method demonstrably supports students in developing skills relevant to their future professional careers.

Conclusions:

• The service user-facilitated case study approach effectively enhances teaching practices in health and social care education.
• This method fosters deeper student learning and professional development.
• The interactive case study model proves beneficial for both student learning and educator practice improvement.