2.

f.

g.

-4

To provide a relevant basis for learning how to work in groups.

In role-playing, where members of the group assume the roles

involved in solving the problem and carry on a dialogue

and answering questions and attempting to arrive at a solution. Settings for the Case Method

a.

b.

The classroom.

1)

2)

As part of the curriculum in public health or nursing home

administration.

As group exercises in analysis and debate of the issues.

The seminar or workshop.

1)

Resource people present principles which can then be applied

to the practical problems in the cases and on the job.

C.

6)

Information on agencies and sources of information can be

shared.

Practical experiences can be shared in considering alternatives.

As exercises in group participation and interaction.

As source and illustrative materials for nursing home adminis-
trators on the job.

-5

Some Techniques in Using the Case Method for Group Training

There is no one best way in which the case method can be used in a training or instructional program, as might be inferred from the variety of ways it can be used. The cases in themselves are not meaningful unless they are used to reinforce training or education in the issues and principles involved. The practical problems are a means of transferring the learning to the job.

The value of the case method is not in the case itself but in the discussion

of the problem or problems, alternative approaches, and possible consequences by a group of people to whom the problems are relevant. The variety and complexity of the problems are brought out by interaction among people with varied backgrounds of education and experience, and the participants become aware of the many viewpoints, interpretations, and alternative solutions to be considered.

In planning to use the case method, then, the important considerations are:

1) Are the cases relevant to the objectives of the program?

2)

At what point or points in a program will it be most useful

to the participants to schedule the cases?

3)

What format should be used so that participants can become

involved and gain the most from interaction and discussion?

5)

How much time should be allotted to the presentation and

discussion of cases?

Categorical answers cannot be given to these questions. The time, the

setting, the objectives, the participants, the resources available, and other

such variables will enter into whatever decisions are made.

Several formats for group work in a seminar or workshop setting are

suggested:

1. General group discussion

2.

The case to be considered is handed out, so that each person has a copy. The leader initiates the discussion by posing a question to the group and then moderates the discussion. He does not offer solutions. He may suggest a summing up of alternatives suggested, or make a blackboard record of points covered. The "possible solutions" part of the case may then be handed out at the close and provide source material or a basis for future discussion or debate.

Small group discussion

An often used technique when the group is large is to break up the group into small groups of 8 or less, with an assigned leader or as leaderless discussion groups. If a leader is assigned, a briefing session of the leaders is held. The leaders may be provided with the "solution" part of the case but should be cautioned to use it only as a guide or to initiate discussion, and not to "spoon-feed" the suggested solutions to the group.

A procedure often used in a seminar or workshop is to hand out a set of the problem parts of all the cases to be considered (the number dependent on time available for feedback and the number of groups). Each group is then assigned one of the cases. A time for case discussion in the small groups is then given, usually 45 minutes to an hour, to discuss and arrive at a possible solution or approach to solving the problem. The solutions may take the form of identification of problems, approach, possible actions to be taken, resources,

and suggested alternatives. After the end of this small group
discussion, the solutions may be handed out and integrated with
the group's suggested approach.

The groups then come back into general session and the cases
are discussed in turn, with each group reporting its ideas to the
larger group, through a nominated group member.

The leader of the larger group moderates the discussion and may call on resource people present where issues remain in doubt. The group or conference leader then sums up the salient points made.

The Importance of Choosing a Trained Group or Conference Leader

met.

Wherever possible, a person with training or experience in group discussion methods should be asked to set up the case portion of a program and to give the instructions to the groups, then following through to see that the objectives are Whether he is leader of a small or large group, he should keep the group aware of its responsibility, suggest lines of exploration, pose useful questions, and summarize discussion progress. His role is not to "spoon-feed" participants or to lecture them about what they should be thinking. A leader should focus his attention on the group and the individuals in it rather than on the subject matter, allow individuals to present their views even though they differ from his own, and elicit discussion to bring out what appears to be faulty reasoning. If the leader feels that important points have not been raised, he may turn the discussion to these points by judicious questioning.

The leader, however, should keep in mind that the objective of the case method is not to impart information as such, or solutions to particular problems. Rather, the participants are there to learn how to analyze a problem to determine possible courses of action, how to evaluate the alternatives, and how to select the best solution. Then, implementation of the solution can be planned. Finally, the communication of conclusions for consideration in an orderly and constructive way can be shown by an effective leader in the group.

References:

Benne, Kenneth D. Case Methods in the Training of Administrators, Forces in
Learning, Washington: National Training Laboratories, 1961.

Billington, G. F. Cases in Hospital Administration, New York: Columbia University, School of Public Health and Administrative Medicine, 1959.

Hamilton, James A. Decision in Hospital Administration and Medical Care:
Casebook. Minneapolis: University of Minnesota Press, 1960.

A

Merry, Robert W. Course Development. Unpublished paper presented at the Conference on the Case Method in Medical Care Teaching, December 28-30, 1966, Ann Arbor, Michigan. Sponsored by the Division of Medical Care Administration, Public Health Service, U. S. Department of Health, Education and Welfare.

Pigors, Paul, and Pigors, Faith. Case Methods on the Spot. Adult Leadership 3:6: December 1954.

The Use of the Case Method as an Educational Tool. Bulletin on Hospital Education and Training, November 1967. The Hospital Continuing Education Project, 840 North Lake Shore Drive, Chicago, Illinois 60611.