Case based teaching strategies in higher education in health sciences

Abstract

Introduction: The use of cases is one of the most frequent practices in health sciences teaching.
Objectives: To determine the value and meaning that teachers give to the inclusion of cases in their classes.
Method: A qualitative descriptive-interpretative documentary study in process is presented, in which health sciences higher education teachers’ plannings which include cases in the teaching strategies are analyzed.
Results: Out of the 522 documents surveyed, 125 written productions on teaching strategies that include the use of cases were identified. Based on 24 of these records, a documentary matrix is constructed to systematize the main
dimensions and thus produce a guide to facilitate the design of teaching strategies with cases in the health field.
Discussion and conclusions: The first results allow us to recognize that the use of cases is central in these teaching strategies since their use enables addressing
the complexity of the professional practice in the classroom. The way in which they are included in the classes implies a great diversity regarding the moments,
the format, the type of approach and the complementary activities.