Twelve tips for postgraduate interprofessional case-based learning

Figures & data

Table 1. Short extract from page 1 of 9 (Topperzer et al. 2020a, 2020b, Forthcoming).

Day one: Monday Larry, 14, has high-risk acute lymphatic leukaemia (ALL) and is being treated based on the ALL2Gether protocol. Larry arrives from home, accompanied by his mother, to receive day 22 of his chemotherapy. While the nurse is administering the chemo to Larry’s intravenous port, she asks how he feels. Larry tells her that he has a stomach ache.

For full case, please contact the first author.

Figure 1. Writing on the board, adding structure with coloured markers, copywrite Martha Krogh Topperzer. Permission to use photo has been approved by all participating healthcare professionals.

Figure 2. Mix healthcare professionals using u-shaped table and nametags indicating name and profession, copywrite Martha Krogh Topperzer, permission to use photo has been approved by all participating healthcare professionals.

Table 2. Example of how to set up headings on a whiteboard.

Important facts: This we know	Problems: We are not satisfied with this	Possible explanations:	Additional information required:	Suggestions for procedures, treatment, etc.:	Study questions:
		Prognosis if nothing is done:		Anticipated effect of measures and procedures:

Table 3. Model A: one case is discussed over two sessions with self-studies in between.

Model A
Session one		Session two
Working with the case Study questions are drawn up for completion at second session	Participants seek information, study independently, and prepare by answering the study questions	Case concluded by answering the study questions and the case is briefly re-examined (a third session can be planned if required by the learning objectives)

Table 4. Model B: the case is distributed in advance and prepared individually or in study groups and discussed in one session.

Model B
Prior to the case	Case-based learning session
Participants receive the case prior to the session The case can include questions conducive to self-study Participants familiarise themselves with the case, and study the literature and other relevant sources of knowledge provided by the facilitator in advance	One session to conclude case New study questions can be drawn up Participants answer the study questions independently

Table 5. Examples of questions.

Specific questions	Clarifying questions	Open questions	Probing questions	Confrontational questions
What happened? What were the symptoms?	Do you mean that …? Can you be more specific? Am I to understand that you mean ….?	Would you care to elaborate your observations/viewpoints? How do you see the problem? What do you mean?	How does that fit with what you said before? Is that what you do for illness X?	When you say it like that, do you mean …?

Topperzer MK, Hoffmann M, Larsen HB, Rosthøj S, Nersting J, Roug LI, Pontoppidan P, Andrés-Jensen L, Lausen B, Schmiegelow K, et al. 2020a. Interprofessional versus monoprofessional case-based learning in childhood cancer and the effect on healthcare professionals' knowledge and attitudes: study protocol for a randomised trial. BMC Health Serv Res. 20(1):1124.

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Data availability statement

By contacting the corresponding author, materials related to the development of case-based learning can be shared.