Exploring the lived experience of faculty implementing case-based learning: A phenomenological study
Abstract Background Case-based learning (CBL) is a useful pedagogical approach, for which learner experience has been well researched. The experience of faculty is less known. CBL was integrated into the first year of a new pre-licensure medical curriculum, so the faculty experience of transition fr...
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BMC
2025-07-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07364-8 |
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| author | Caroline Delany Jan Illing Marie McIlroy Ronan Daly Catherine Bruen Naji Alamuddin Clare Condron Martina Crehan Sally Doherty Frances Meagher Gozie Offiah Sarah O’Neill Ellen Stuart Christopher Torrens Maria P. Morgan |
| author_facet | Caroline Delany Jan Illing Marie McIlroy Ronan Daly Catherine Bruen Naji Alamuddin Clare Condron Martina Crehan Sally Doherty Frances Meagher Gozie Offiah Sarah O’Neill Ellen Stuart Christopher Torrens Maria P. Morgan |
| author_sort | Caroline Delany |
| collection | DOAJ |
| description | Abstract Background Case-based learning (CBL) is a useful pedagogical approach, for which learner experience has been well researched. The experience of faculty is less known. CBL was integrated into the first year of a new pre-licensure medical curriculum, so the faculty experience of transition from large group teaching to structured CBL was investigated. Methodology Interpretative phenomenological analysis (IPA) was undertaken to explore the facilitator lived experience through reflective inquiry. Ten CBL facilitators were purposively selected from a diverse pool of faculty using maximum variation; faculty were involved in patient care, research, and education, and were a mix of ages, ethnicities and genders. Semi-structured interviews were conducted and analysed according to the IPA structure. Results Overall experiences were positive. Facilitators repeatedly expressed the enjoyment felt from closer student interaction. They reported that CBL afforded an authentic and active teaching approach. Other themes included: initial uncertainty regarding their role, anxiety around standardisation of the student experience and concerns regarding the level of content expertise required. However, confidence generally improved with experience facilitating. Conclusion These insights provide a deeper understanding of faculty perceptions of the CBL facilitator’s role and will better inform future faculty development initiatives, as well as the iterative design of the CBL teaching resources. |
| format | Article |
| id | doaj-art-2918ac13d14c47c9ac4a359e4cd89bad |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-2918ac13d14c47c9ac4a359e4cd89bad2025-08-20T03:45:35ZengBMCBMC Medical Education1472-69202025-07-0125111010.1186/s12909-025-07364-8Exploring the lived experience of faculty implementing case-based learning: A phenomenological studyCaroline Delany0Jan Illing1Marie McIlroy2Ronan Daly3Catherine Bruen4Naji Alamuddin5Clare Condron6Martina Crehan7Sally Doherty8Frances Meagher9Gozie Offiah10Sarah O’Neill11Ellen Stuart12Christopher Torrens13Maria P. Morgan14Health Professions Education Centre, RCSIHealth Professions Education Centre, RCSIDepartment of Surgery, RCSIDepartment of Obstetrics and Gynaecology, Rotunda HospitalHealth Professions Education Centre, RCSIRCSI Medical University of BahrainRCSI SIM Centre for Simulation Education and Research, RCSITeaching Enhancement Unit, Dublin City UniversityRCSI Medical University of BahrainDepartment of Medicine, RCSIDepartment of Surgery, RCSISchool of Pharmacy and Biomolecular Sciences, RCSIDepartment of General Practice, RCSIDepartment of Physiology and Medical Physics, RCSISchool of Pharmacy and Biomolecular Sciences, RCSIAbstract Background Case-based learning (CBL) is a useful pedagogical approach, for which learner experience has been well researched. The experience of faculty is less known. CBL was integrated into the first year of a new pre-licensure medical curriculum, so the faculty experience of transition from large group teaching to structured CBL was investigated. Methodology Interpretative phenomenological analysis (IPA) was undertaken to explore the facilitator lived experience through reflective inquiry. Ten CBL facilitators were purposively selected from a diverse pool of faculty using maximum variation; faculty were involved in patient care, research, and education, and were a mix of ages, ethnicities and genders. Semi-structured interviews were conducted and analysed according to the IPA structure. Results Overall experiences were positive. Facilitators repeatedly expressed the enjoyment felt from closer student interaction. They reported that CBL afforded an authentic and active teaching approach. Other themes included: initial uncertainty regarding their role, anxiety around standardisation of the student experience and concerns regarding the level of content expertise required. However, confidence generally improved with experience facilitating. Conclusion These insights provide a deeper understanding of faculty perceptions of the CBL facilitator’s role and will better inform future faculty development initiatives, as well as the iterative design of the CBL teaching resources.https://doi.org/10.1186/s12909-025-07364-8Case based learningFacilitatorTransitionEducator identityCurriculumInterpretative phenomenological analysis |
| spellingShingle | Caroline Delany Jan Illing Marie McIlroy Ronan Daly Catherine Bruen Naji Alamuddin Clare Condron Martina Crehan Sally Doherty Frances Meagher Gozie Offiah Sarah O’Neill Ellen Stuart Christopher Torrens Maria P. Morgan Exploring the lived experience of faculty implementing case-based learning: A phenomenological study BMC Medical Education Case based learning Facilitator Transition Educator identity Curriculum Interpretative phenomenological analysis |
| title | Exploring the lived experience of faculty implementing case-based learning: A phenomenological study |
| title_full | Exploring the lived experience of faculty implementing case-based learning: A phenomenological study |
| title_fullStr | Exploring the lived experience of faculty implementing case-based learning: A phenomenological study |
| title_full_unstemmed | Exploring the lived experience of faculty implementing case-based learning: A phenomenological study |
| title_short | Exploring the lived experience of faculty implementing case-based learning: A phenomenological study |
| title_sort | exploring the lived experience of faculty implementing case based learning a phenomenological study |
| topic | Case based learning Facilitator Transition Educator identity Curriculum Interpretative phenomenological analysis |
| url | https://doi.org/10.1186/s12909-025-07364-8 |
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