Case-Based Learning in Translational Biomedical Research Education: Providing Realistic and Adaptive Skills for Early-Career Scientists

Alexandra J. Greenberg-Worisek, Katherine A. Campbell, Eric W Klee, Nathan P Staff, Lisa A. Schimmenti, Karen M. Weavers, Stephen C Ekker, Anthony John Windebank

Research output: Contribution to journalArticle

Abstract

PROBLEM: Case-based learning is an established means of educating students in law, business, and medicine; however, this methodology is not often applied to educating translational biomedical researchers. The application of case-based learning to translational biomedical research education allows scholars to actively engage with real-world material and apply their newfound knowledge as it is acquired. APPROACH: Through the Mayo Clinic Center for Clinical and Translational Science (CCaTS), three courses were delivered in 2009-2017 which emphasized case-based learning in clinical and translational science, entrepreneurship, and individualized medicine. Quantitative measures collected in student course reviews upon course completion were analyzed. Additionally, products arising from each course were identified, including publications and startups pitched. OUTCOMES: Analyses demonstrate that case-based learning techniques are well suited to graduate biomedical research education. Furthermore, case studies can be employed throughout the entire clinical and translational spectrum, from basic and preclinical work through to clinical and population-based learning. NEXT STEPS: Within CCaTS, next steps include creating case-based courses in regulatory and team science to continue to allow scholars to learn and apply these critical skills to real-world material. The goal is to continue to provide immersive training opportunities in areas of clinical and translational science that cannot be readily learned in a traditional lecture-based class setting.

Original languageEnglish (US)
Pages (from-to)213-216
Number of pages4
JournalAcademic medicine : journal of the Association of American Medical Colleges
Volume94
Issue number2
DOIs
StatePublished - Feb 1 2019

Fingerprint

career
science
learning
education
medicine
training opportunities
entrepreneurship
student
graduate
Law
methodology

ASJC Scopus subject areas

  • Education

Cite this

Case-Based Learning in Translational Biomedical Research Education : Providing Realistic and Adaptive Skills for Early-Career Scientists. / Greenberg-Worisek, Alexandra J.; Campbell, Katherine A.; Klee, Eric W; Staff, Nathan P; Schimmenti, Lisa A.; Weavers, Karen M.; Ekker, Stephen C; Windebank, Anthony John.

In: Academic medicine : journal of the Association of American Medical Colleges, Vol. 94, No. 2, 01.02.2019, p. 213-216.

Research output: Contribution to journalArticle

@article{c7becbd086e44978ad2649294a3bafd7,
title = "Case-Based Learning in Translational Biomedical Research Education: Providing Realistic and Adaptive Skills for Early-Career Scientists",
abstract = "PROBLEM: Case-based learning is an established means of educating students in law, business, and medicine; however, this methodology is not often applied to educating translational biomedical researchers. The application of case-based learning to translational biomedical research education allows scholars to actively engage with real-world material and apply their newfound knowledge as it is acquired. APPROACH: Through the Mayo Clinic Center for Clinical and Translational Science (CCaTS), three courses were delivered in 2009-2017 which emphasized case-based learning in clinical and translational science, entrepreneurship, and individualized medicine. Quantitative measures collected in student course reviews upon course completion were analyzed. Additionally, products arising from each course were identified, including publications and startups pitched. OUTCOMES: Analyses demonstrate that case-based learning techniques are well suited to graduate biomedical research education. Furthermore, case studies can be employed throughout the entire clinical and translational spectrum, from basic and preclinical work through to clinical and population-based learning. NEXT STEPS: Within CCaTS, next steps include creating case-based courses in regulatory and team science to continue to allow scholars to learn and apply these critical skills to real-world material. The goal is to continue to provide immersive training opportunities in areas of clinical and translational science that cannot be readily learned in a traditional lecture-based class setting.",
author = "Greenberg-Worisek, {Alexandra J.} and Campbell, {Katherine A.} and Klee, {Eric W} and Staff, {Nathan P} and Schimmenti, {Lisa A.} and Weavers, {Karen M.} and Ekker, {Stephen C} and Windebank, {Anthony John}",
year = "2019",
month = "2",
day = "1",
doi = "10.1097/ACM.0000000000002470",
language = "English (US)",
volume = "94",
pages = "213--216",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "2",

}

TY - JOUR

T1 - Case-Based Learning in Translational Biomedical Research Education

T2 - Providing Realistic and Adaptive Skills for Early-Career Scientists

AU - Greenberg-Worisek, Alexandra J.

AU - Campbell, Katherine A.

AU - Klee, Eric W

AU - Staff, Nathan P

AU - Schimmenti, Lisa A.

AU - Weavers, Karen M.

AU - Ekker, Stephen C

AU - Windebank, Anthony John

PY - 2019/2/1

Y1 - 2019/2/1

N2 - PROBLEM: Case-based learning is an established means of educating students in law, business, and medicine; however, this methodology is not often applied to educating translational biomedical researchers. The application of case-based learning to translational biomedical research education allows scholars to actively engage with real-world material and apply their newfound knowledge as it is acquired. APPROACH: Through the Mayo Clinic Center for Clinical and Translational Science (CCaTS), three courses were delivered in 2009-2017 which emphasized case-based learning in clinical and translational science, entrepreneurship, and individualized medicine. Quantitative measures collected in student course reviews upon course completion were analyzed. Additionally, products arising from each course were identified, including publications and startups pitched. OUTCOMES: Analyses demonstrate that case-based learning techniques are well suited to graduate biomedical research education. Furthermore, case studies can be employed throughout the entire clinical and translational spectrum, from basic and preclinical work through to clinical and population-based learning. NEXT STEPS: Within CCaTS, next steps include creating case-based courses in regulatory and team science to continue to allow scholars to learn and apply these critical skills to real-world material. The goal is to continue to provide immersive training opportunities in areas of clinical and translational science that cannot be readily learned in a traditional lecture-based class setting.

AB - PROBLEM: Case-based learning is an established means of educating students in law, business, and medicine; however, this methodology is not often applied to educating translational biomedical researchers. The application of case-based learning to translational biomedical research education allows scholars to actively engage with real-world material and apply their newfound knowledge as it is acquired. APPROACH: Through the Mayo Clinic Center for Clinical and Translational Science (CCaTS), three courses were delivered in 2009-2017 which emphasized case-based learning in clinical and translational science, entrepreneurship, and individualized medicine. Quantitative measures collected in student course reviews upon course completion were analyzed. Additionally, products arising from each course were identified, including publications and startups pitched. OUTCOMES: Analyses demonstrate that case-based learning techniques are well suited to graduate biomedical research education. Furthermore, case studies can be employed throughout the entire clinical and translational spectrum, from basic and preclinical work through to clinical and population-based learning. NEXT STEPS: Within CCaTS, next steps include creating case-based courses in regulatory and team science to continue to allow scholars to learn and apply these critical skills to real-world material. The goal is to continue to provide immersive training opportunities in areas of clinical and translational science that cannot be readily learned in a traditional lecture-based class setting.

UR - http://www.scopus.com/inward/record.url?scp=85060796667&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060796667&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000002470

DO - 10.1097/ACM.0000000000002470

M3 - Article

C2 - 30256254

AN - SCOPUS:85060796667

VL - 94

SP - 213

EP - 216

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 2

ER -