Using Design-Based Research to Aid the Development of a Case-Directed Learning Pedagogy for the Pre-Clerkship Medical Curriculum

Michael Cunningham; Jonathan D. Kibble; David Harris

doi:10.1152/advan.00204.2025

April 10, 2026AJP Advances in Physiology EducationOpen Access

Using Design-Based Research to Aid the Development of a Case-Directed Learning Pedagogy for the Pre-Clerkship Medical Curriculum

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Key Points

The aim is to enhance the design and effectiveness of case-directed learning (CDL) sessions for first-year medical students.
Applied design-based research principles to develop CDL.
Engaged first-year medical students during a 20-week module on anatomy and physiology.
Collected student feedback via surveys and focus groups based on the ARCS model.
Conducted interviews with faculty to assess CDL design.
Evaluated student performance on a CDL assignment to measure learning outcomes.
Students responded positively to CDL and showed strong understanding of foundational science concepts.
Feedback from students and faculty led to improvements in CDL design and delivery.
Identified examples of emerging best practices for CDL application in medical education.
CDL proved to be a promising and adaptable method for integrating active learning in the curriculum.

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Implication

Demonstrates the effectiveness of case-directed learning in first-year medical students, suggesting its potential to enhance active learning in medical education.

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Cite This Study

Cunningham et al. (2026) studied this question.

synapsesocial.com/papers/69db36a04fe01fead37c4ab7 https://doi.org/10.1152/advan.00204.2025

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Using Design-Based Research to Aid the Development of a Case-Directed Learning Pedagogy for the Pre-Clerkship Medical Curriculum

Key Points

No abstract yet

Implication

Discussion

Cite This Study

Using Design-Based Research to Aid the Development of a Case-Directed Learning Pedagogy for the Pre-Clerkship Medical Curriculum

Key Points

No abstract yet

Implication

Discussion

Cite This Study

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