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Case-Based Learning in Translational Biomedical Research Education: Providing Realistic and Adaptive Skills for
Alexandra J Greenberg-Worisek1, Katherine A Campbell, Eric W Klee
1A.J. Greenberg-Worisek is assistant professor of epidemiology, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota. K.A. Campbell is assistant professor of molecular pharmacology and experimental therapeutics, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota. E.W. Klee is assistant professor of biomedical informatics, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota. N.P. Staff is associate professor of neurology, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota. L.A. Schimmenti is professor of pediatrics, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota. K.M. Weavers is manager of research operations, Center for Clinical and Translational Science, Mayo Clinic, Rochester, Minnesota. S.C. Ekker is professor of biochemistry and molecular biology, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota. A.J. Windebank is professor of neurology, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota.
Case-based learning effectively trains translational biomedical researchers by engaging them with real-world scenarios. This approach enhances the application of knowledge across the full spectrum of clinical and translational science.
Area of Science:
- Biomedical Research Education
- Translational Science Training
Background:
- Case-based learning (CBL) is a proven educational method in law, business, and medicine.
- CBL is underutilized in translational biomedical research education.
- Applying CBL allows active engagement with real-world material and knowledge application.
Purpose of the Study:
- To evaluate the effectiveness of case-based learning in graduate biomedical research education.
- To explore the application of CBL across the translational science spectrum.
Main Methods:
- Analysis of quantitative student course reviews from 2009-2017.
- Identification of course-related products such as publications and startup pitches.
- Implementation of CBL in three courses at the Mayo Clinic Center for Clinical and Translational Science (CCaTS): clinical and translational science, entrepreneurship, and individualized medicine.
Main Results:
- Case-based learning techniques are highly suitable for graduate biomedical research education.
- Case studies can be effectively applied across all stages of translational research, from basic science to population health.
- Student engagement and knowledge application were enhanced through CBL.
Conclusions:
- Case-based learning is a valuable pedagogical tool for translational biomedical research.
- Future CCaTS courses will incorporate CBL for regulatory and team science.
- Immersive CBL training addresses critical skills not easily taught in traditional lectures.
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