Mark Pijl-Zieber: Teaching with Case Studies

Mark Pijl-Zieber: Teaching with Case Studies

December 10, 2019 0 By Stanley Isaacs


MARK PIJL-ZIEBER: I like to incorporate a wide variety of teaching and learning approaches. Because I really do believe that students come with a wide variety of learning styles. And so I’d have to say that diversity is probably one of the biggest things I really like to focus on within the course. KEITH MCINTOSH:Well, he can see that he’s really passionate about what he’s teaching so it helps involve us and makes us feel more passionately about it and he really lets us kind of, put our own spin on it like direct our own learning. MARK PIJL-ZIEBER: I really try to make what they do as applicable, while still being a theoretical course but within that I try to give students as much as possible The chance to choose the kind of articles that they actually are going to pursue. {background noise} {background noise} We use a lot of case scenarios which are taken or compiled out of real life situations. KEITH MCINTOSH: Well he always goes over, um like real life cases. And it helps just prepare us for our clinical practice. KATHERINE LOHMAN: He incorporates case studies into the teaching process and basically he’ll give a scenario for the rest of the class. And in groups we have sheets of the scenario and we go through and he has questions on it to help kind of guide the topic in our discussion. MARK PIJL-ZIEBER: We want them to engage with the content. We want them to built understand it to wrestle with the information. Find ways to actually make it practical. KEITH MCINTOSH: He always requires us to have input and like continuing discussion. So that would be our major role, is just to facilitate discussion. keep discussion going. KATHERINE LOHMAN: He is very open to people asking questions, and he encourages to ask questions and be involved in the discussions. And the way that he teaches, it’s very individual that way that I’ve never had another class, there’s as much stuff outside of class. But I think that discussion online. We’re able to, we’re not as constricted. MARK PIJL-ZIEBER: I think the online is particularly good because it allows them to continue these discussions in a asynchronous fashion, so they can come and do it they can see what their colleagues were doing, they can process it a little bit in their mind and then actually respond to it. Well I think our teaching and learning approaches should match that kind of real life situation.