Delany Caroline, Illing Jan, McIlroy Marie, Daly Ronan, Bruen Catherine, Alamuddin Naji, Condron Clare, Crehan Martina, Doherty Sally, Meagher Frances, Offiah Gozie, O'Neill Sarah, Stuart Ellen, Torrens Christopher, Morgan Maria P
Health Professions Education Centre, RCSI, Dublin, Ireland.
Department of Surgery, RCSI, Dublin, Ireland.
BMC Med Educ. 2025 Jul 1;25(1):892. doi: 10.1186/s12909-025-07364-8.
Case-based learning (CBL) is a useful pedagogical approach, for which learner experience has been well researched. The experience of faculty is less known. CBL was integrated into the first year of a new pre-licensure medical curriculum, so the faculty experience of transition from large group teaching to structured CBL was investigated.
Interpretative phenomenological analysis (IPA) was undertaken to explore the facilitator lived experience through reflective inquiry. Ten CBL facilitators were purposively selected from a diverse pool of faculty using maximum variation; faculty were involved in patient care, research, and education, and were a mix of ages, ethnicities and genders. Semi-structured interviews were conducted and analysed according to the IPA structure.
Overall experiences were positive. Facilitators repeatedly expressed the enjoyment felt from closer student interaction. They reported that CBL afforded an authentic and active teaching approach. Other themes included: initial uncertainty regarding their role, anxiety around standardisation of the student experience and concerns regarding the level of content expertise required. However, confidence generally improved with experience facilitating.
These insights provide a deeper understanding of faculty perceptions of the CBL facilitator's role and will better inform future faculty development initiatives, as well as the iterative design of the CBL teaching resources.
基于案例的学习（CBL）是一种有用的教学方法，对此学习者的体验已得到充分研究。而教师的体验则鲜为人知。CBL被整合到一个新的预执业医学课程的第一年，因此对教师从大班教学过渡到结构化CBL的体验进行了调查。
采用解释现象学分析（IPA）通过反思性探究来探索促进者的生活体验。从不同的教师群体中采用最大差异法有目的地挑选了10名CBL促进者；这些教师参与患者护理、研究和教育工作，涵盖不同年龄、种族和性别。进行了半结构化访谈，并根据IPA结构进行分析。
总体体验是积极的。促进者多次表示从与学生更密切的互动中感受到乐趣。他们报告说，CBL提供了一种真实且活跃的教学方法。其他主题包括：对自身角色的最初不确定性、对学生体验标准化的焦虑以及对所需内容专业水平的担忧。然而，随着促进经验的积累，信心总体上有所提高。
这些见解能更深入地理解教师对CBL促进者角色的看法，并将为未来的教师发展举措以及CBL教学资源的迭代设计提供更好的信息。
