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Abstract
The use of cases as a teaching and learning tool has continued to increase and is now a widely accepted pedagogical tool, as the emphasis in higher education has changed from professor-centered learning to active student involvement and participation in the educational process. The goal is to graduate students who possess superior communication, critical thinking, and problem-solving skills. By using the case method, the instructor's role changes from that of a dispenser of knowledge to one of democratic leader of a group of which he or she becomes an integral part, which fosters learning and results in improved teacher evaluations.