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Case Studies

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

Cognitive Learning

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

Methods of Documentation VI: Case Management Model

Methods of Documentation VI: Case Management Model

The case management model is a multidisciplinary approach that involves healthcare professionals from diverse disciplines, such as physicians, nurses, therapists, social workers, and pharmacists, working collaboratively to address the various needs of patients. Each healthcare professional brings unique expertise and perspectives, contributing to a more comprehensive understanding of the patient's condition and tailoring treatment plans accordingly.
For example, a patient with a chronic...

Purposive Learning

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...

Stereotype Content Model

Stereotype Content Model

The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...

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Related Experiment Video

Updated: Jul 4, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Humanising case-based learning.

Roaa Al-Bedaery¹, Shehla Baig¹, Yuti Khare²

¹Institute of Medical and Biomedical Education, St George's University of London, UK.

Medical Teacher

|January 29, 2024

Summary

Reformed clinical case studies at St George's, University of London (SGUL) fostered positive student attitudes. Inclusive, realistic case writing enhanced medical education by promoting patient-centeredness and diversity.

Keywords:

Multiprofessional case-based instructional design undergraduate

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

Medical Education
Curriculum Development
Qualitative Research

Background:

Traditional clinical case studies lacked diversity and patient-centeredness.
An audit revealed issues with mono-professionalism and patient objectification.
A collaborative initiative involving staff, students, and patients reformed the curriculum.

Purpose of the Study:

To evaluate the impact of reformed clinical case studies on medical student attitudes.
To explore student perceptions of inclusive and diverse case writing.

Main Methods:

Conducted 16 semi-structured interviews with first-year medical students.
Employed interpretative phenomenological analysis for qualitative data.
Coded and analyzed verbatim transcripts to identify key themes.

Main Results:

Identified four themes: effective learning, clinical authenticity, authentic human stories, and role rehearsal.
Students found cases effective for contextual learning and developing clinical authenticity.
Cases facilitated mentalization of patient-centeredness, teamwork, and diversity.

Conclusions:

Reformed cases positively influenced student attitudes and clinical role transition.
Memorable, authentic human stories had the most significant impact.
Inclusive, collaborative case writing promotes realism, diversity, and positive student experiences.