Work

Exploring the lived experience of faculty implementing case-based learning: A phenomenological study

Year: 2025

Type: article

Abstract: BACKGROUND: 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. METHODOLOGY: 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. RESULTS: 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. CONCLUSION: 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.

Source: BMC Medical Education

DOI: 10.1186/s12909-025-07364-8