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No headersAnnotated bibliography from pre-scholar assignment
For my project, I hope to develop new case studies in physiology that are challenging
and encourage interdisciplinary thinking. In addition, I plan to develop a format for
presenting case studies that can be assessed for effective learning of content. I
searched for references to obtain ideas for interdisciplinary physiology cases as well
as an assessment instrument to compare delivery format.
1. The National Center for Case Study Teaching in Science Case Collection,
http://ublib.buffalo.edu/libraries/p...ses/ubcase.htm
This website provides access to hundreds of cases in all areas of science. The use of
case studies holds great promise as a pedagogical technique for teaching science,
particularly to undergraduates, because it develops students’ skills in group learning,
speaking, and critical thinking. Many of the cases are based on contemporary—and
often contentious—science problems that students encounter in the news. The
National Center for Case Study Teaching in Science promotes the development and
dissemination of innovative materials for case teaching.
I am currently involved in a project with Kipp Herreid investigating the use of "clicker
cases" in large introductory biology courses. I have written two cases in the areas of
meiosis and metabolism. Since I plan to use cases in my physiology course next
semester, I need to review the many relevant physiology cases on this website.
2. W. H. Cliff and A. W. Wright. Directed case study method for teaching human
anatomy and physiology. Advan. Physiol. Ed. 270: 19S-28S, 1996
This article describes some general features of successful cases for a
human A and P course: clear learning objectives, a concise and informative scenario,
straightforward and didactic questions, and an emphasis on information readily
available to the student. The format used by the authors involved the presentation
of a case at the beginning of each new topic. The students were required to turn in
their responses to the questions at the end of the unit and their responses were
graded. The integration of the cases improved student learning and exam
performance. The authors describe their methods for integrating the cases into their
two semester course.
I was disappointed to see that the only data presented were exam scores. I could
not tell if the exam questions were the same as in the previous year. Because I am
teaching an upper level course, I plan to have the students develop their own
questions (in the directed method, the questions are given). I did see value in the
specific example of the allergic response case and could potentially modify it for my
course.
3. Patrick Field. Variations on an Historical Case Study: The Extraordinary
Accident of Isidro Mejia. Journal of College Science Teaching, 36 (2) p21-25.
2006.
This article describes the case of Isidro Mejia, a construction worker who had six
nails accidentally shot into his head from a nail gun. On April 19, 2004, Isidro Mejia
was working construction on the roof of a house when he lost his footing on the
scaffolding and fell on top of another worker, who was using an automatic, highpowered
nail gun. As the man holding the nail gun tried to regain his balance to
prevent himself from falling off the second floor, he grabbed Mejia, tumbled on to
him, and discharged the pressure-sensitive nail gun into his head and body. This
particular nail gun is extremely powerful, as it has to drive nails into two-inch by
four-inch wooden planks, enough power to penetrate through bone. Upon impact,
the nail gun drove six 3 1/2 inch nails into Mejia's head, face, and neck within
seconds.
In this article, there are activities for introductory undergraduate biology students
with a minimal background in central nervous system (CNS) anatomy to advanced
undergraduate/graduate neuroscience students with extensive knowledge of the
structures and functions of the CNS. Because this article describes how to adapt a
news story to different levels of student knowledge, it should be helpful as I adapt
case studies to my course.
4. Berne, R.M, and Levy M.N. Case Studies in Physiology. Mosby 1994.
This book is filled with case studies in physiology. Although it is intended primarily for
medical students, it should provide many relevant examples that could be used
directly or adapted for my course. In addition, Berne was my Ph.D. advisor so I like
to get his books.
5. Cliff, W.H. Case Study Analysis and the Remediation of Misconceptions about
Respiratory Physiology. Advances in Physiology Education, 30(4) p215-223
2006.
This case study was used to help students learn about oxygen transport in the blood
and reverse misconceptions about respiratory physiology. The authors identified 4
misconceptions and, through pre- and post- course testing, were able to determine
that their use of a case study concerning carbon monoxide poisoning successfully
helped students remediate one misconception. The pre-, mid-, and post- questions
developed by the authors were helpful and the statistical analysis of the data
provided convincing evidence that the students learned the material concerning
oxygen transport better with the case study approach. The paper provided a good
model for assessment of student learning using case studies.
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