Case-based learning in Anatomy and Physiology for pre-medical students: An opportunity for team work, leadership and stealthy reflective practice

Teamwork is a highly valued graduate skill, and one that is best developed by practice (Parmelee et al., 2009). It is a core competency of the practice of medicine, and increasingly of study in medical and allied healthcare training programs. Social constructivist theory suggests that team learning can have considerable benefits for all learners (Heath, 2001). Team members hold one another accountable for engagement and teach one another valuable skills and habits which can raise aspirations and develop growth mindsets (Parmelee et al., 2009).
Case-based learning (CBL) ensures that the problems to be tackled are framed within authentic, real-world scenarios, where every student has been exposed to a core of standardised information. It offers learners time to struggle with, define and resolve the problem posed by the case (Srinivasan et al., 2007). In our context a CBL approach allowed us to help give students initial direction, motivation and contextualisation beyond that offered by some interpretations of Problem Based Learning (PBL). Encouraging our students to reflect on their role within their teams was embedded in our approach and facilitators took particular care at the start and end of each case-block to coach the case leaders individually through any decision-making stumbling blocks they may have encountered. Our approach helps build resilience and equip our students with the skills and attributes to flourish in a time of continually changing world of work.
Furthermore we will invite participants to consider how CBL can be employed to increase engagement from the ‘quiet middle’ cohort - those not arousing concerns for progression, but not working to their full potential - while introducing an opportunity for all students to practice and develop their personal leadership skills.