Using Case Studies to Facilitate Learning

On February 5, 2003 Alessandra Sarcona, Director of the Dietetic Internship, presented a “Teaching and Learning” workshop for the faculty and staff in the School of Health Professions and Nursing entitled, “Using Case Studies to Facilitate Learning.” Most of the faculty in our school utilize some form of case studies in their teaching. The goal of the workshop was to introduce the discussion method teaching model in order to promote active student learning, utilizing case studies to encourage critical thinking, decision-making and problem solving skills. When the case study process is used during class the students are encouraged to think of themselves as a professional team of colleagues.

A model titled, “Steps for Better Thinking: A Developmental Problem-Solving Process,” was reviewed with the faculty. This aims to take students through a sequence of steps as follows: the acquisition of knowledge and skills, identification and interpretation of information, implementation of conclusions and engagement in continuous improvement. This process mimics real-life situations that health professionals are likely to encounter. Our goal as faculty is to prepare our students for the professional world as active participants who can make critical decisions in the health care environment.

Understanding HIPAA-Creative Strategies to Facilitate Learning

On April 9, 2003 the Faculty Development Committee held its second faculty development conversation titled “Understanding HIPAA-Creative Strategies to Facilitate Learning.” The focus of this faculty development conversation was to understand the intricacies of the Health Insurance Portability and Accountability Act of 1996 (HIPAA) regulations pertaining to the new Privacy Rule and to formulate creative teaching strategies to teach this content to our students. The HIPAA Privacy Rule created national standards to protect an individual’s medical records and other personal information. Most health plans and health care providers must comply with the new requirements by April 14, 2003. Dr. Amy Wysoker, a faculty member in the Department of Nursing and a medical-legal nurse consultant, facilitated the conversation. The intricacies of the law were presented, followed by a lively, scholarly discussion. Utilizing a variety of questions to promote student interactions and incorporating a case study teaching format provided an assortment of teaching methods for faculty use.