is case report and case study the same

Quantitative study designs: Case Studies/ Case Report/ Case Series

Quantitative study designs.

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Case Study / Case Report / Case Series

Some famous examples of case studies are John Martin Marlow’s case study on Phineas Gage (the man who had a railway spike through his head) and Sigmund Freud’s case studies, Little Hans and The Rat Man. Case studies are widely used in psychology to provide insight into unusual conditions.

A case study, also known as a case report, is an in depth or intensive study of a single individual or specific group, while a case series is a grouping of similar case studies / case reports together.

A case study / case report can be used in the following instances:

• where there is atypical or abnormal behaviour or development
• an unexplained outcome to treatment
• an emerging disease or condition

The stages of a Case Study / Case Report / Case Series

Which clinical questions does Case Study / Case Report / Case Series best answer?

Emerging conditions, adverse reactions to treatments, atypical / abnormal behaviour, new programs or methods of treatment – all of these can be answered with case studies /case reports / case series. They are generally descriptive studies based on qualitative data e.g. observations, interviews, questionnaires, diaries, personal notes or clinical notes.

What are the advantages and disadvantages to consider when using Case Studies/ Case Reports and Case Series ?

What are the pitfalls to look for.

One pitfall that has occurred in some case studies is where two common conditions/treatments have been linked together with no comprehensive data backing up the conclusion. A hypothetical example could be where high rates of the common cold were associated with suicide when the cohort also suffered from depression.

Critical appraisal tools 

To assist with critically appraising Case studies / Case reports / Case series there are some tools / checklists you can use.

JBI Critical Appraisal Checklist for Case Series

JBI Critical Appraisal Checklist for Case Reports

Real World Examples

Some Psychology case study / case report / case series examples

Capp, G. (2015). Our community, our schools : A case study of program design for school-based mental health services. Children & Schools, 37(4), 241–248. A pilot program to improve school based mental health services was instigated in one elementary school and one middle / high school. The case study followed the program from development through to implementation, documenting each step of the process.

Cowdrey, F. A. & Walz, L. (2015). Exposure therapy for fear of spiders in an adult with learning disabilities: A case report. British Journal of Learning Disabilities, 43(1), 75–82. One person was studied who had completed a pre- intervention and post- intervention questionnaire. From the results of this data the exposure therapy intervention was found to be effective in reducing the phobia. This case report highlighted a therapy that could be used to assist people with learning disabilities who also suffered from phobias.

Li, H. X., He, L., Zhang, C. C., Eisinger, R., Pan, Y. X., Wang, T., . . . Li, D. Y. (2019). Deep brain stimulation in post‐traumatic dystonia: A case series study. CNS Neuroscience & Therapeutics. 1-8. Five patients were included in the case series, all with the same condition. They all received deep brain stimulation but not in the same area of the brain. Baseline and last follow up visit were assessed with the same rating scale.

References and Further Reading  

Greenhalgh, T. (2014). How to read a paper: the basics of evidence-based medicine. (5th ed.). New York: Wiley.

Heale, R. & Twycross, A. (2018). What is a case study? Evidence Based Nursing, 21(1), 7-8.

Himmelfarb Health Sciences Library. (2019). Study design 101: case report. Retrieved from https://himmelfarb.gwu.edu/tutorials/studydesign101/casereports.cfm

Hoffmann T., Bennett S., Mar C. D. (2017). Evidence-based practice across the health professions. Chatswood, NSW: Elsevier.

Robinson, O. C., & McAdams, D. P. (2015). Four functional roles for case studies in emerging adulthood research. Emerging Adulthood, 3(6), 413-420.

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Study Design 101: Case Report

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• Case Reports

An article that describes and interprets an individual case, often written in the form of a detailed story. Case reports often describe:

• Unique cases that cannot be explained by known diseases or syndromes
• Cases that show an important variation of a disease or condition
• Cases that show unexpected events that may yield new or useful information
• Cases in which one patient has two or more unexpected diseases or disorders

Case reports are considered the lowest level of evidence, but they are also the first line of evidence, because they are where new issues and ideas emerge. This is why they form the base of our pyramid. A good case report will be clear about the importance of the observation being reported.

If multiple case reports show something similar, the next step might be a case-control study to determine if there is a relationship between the relevant variables.

• Can help in the identification of new trends or diseases
• Can help detect new drug side effects and potential uses (adverse or beneficial)
• Educational - a way of sharing lessons learned
• Identifies rare manifestations of a disease

Disadvantages

• Cases may not be generalizable
• Not based on systematic studies
• Causes or associations may have other explanations
• Can be seen as emphasizing the bizarre or focusing on misleading elements

Design pitfalls to look out for

The patient should be described in detail, allowing others to identify patients with similar characteristics.

Does the case report provide information about the patient's age, sex, ethnicity, race, employment status, social situation, medical history, diagnosis, prognosis, previous treatments, past and current diagnostic test results, medications, psychological tests, clinical and functional assessments, and current intervention?

Case reports should include carefully recorded, unbiased observations.

Does the case report include measurements and/or recorded observations of the case? Does it show a bias?

Case reports should explore and infer, not confirm, deduce, or prove. They cannot demonstrate causality or argue for the adoption of a new treatment approach.

Does the case report present a hypothesis that can be confirmed by another type of study?

Fictitious Example

A physician treated a young and otherwise healthy patient who came to her office reporting numbness all over her body. The physician could not determine any reason for this numbness and had never seen anything like it. After taking an extensive history the physician discovered that the patient had recently been to the beach for a vacation and had used a very new type of spray sunscreen. The patient had stored the sunscreen in her cooler at the beach because she liked the feel of the cool spray in the hot sun. The physician suspected that the spray sunscreen had undergone a chemical reaction from the coldness which caused the numbness. She also suspected that because this is a new type of sunscreen other physicians may soon be seeing patients with this numbness.

The physician wrote up a case report describing how the numbness presented, how and why she concluded it was the spray sunscreen, and how she treated the patient. Later, when other doctors began seeing patients with this numbness, they found this case report helpful as a starting point in treating their patients.

Real-life Examples

Hymes KB. Cheung T. Greene JB. Prose NS. Marcus A. Ballard H. William DC. Laubenstein LJ. (1981). Kaposi's sarcoma in homosexual men-a report of eight cases. Lancet. 2 (8247),598-600.

This case report was published by eight physicians in New York city who had unexpectedly seen eight male patients with Kaposi's sarcoma (KS). Prior to this, KS was very rare in the U.S. and occurred primarily in the lower extremities of older patients. These cases were decades younger, had generalized KS, and a much lower rate of survival. This was before the discovery of HIV or the use of the term AIDS and this case report was one of the first published items about AIDS patients.

Wu, E. B., & Sung, J. J. Y. (2003). Haemorrhagic-fever-like changes and normal chest radiograph in a doctor with SARS. Lancet, 361 (9368), 1520-1521.

This case report is written by the patient, a physician who contracted SARS, and his colleague who treated him, during the 2003 outbreak of SARS in Hong Kong. They describe how the disease progressed in Dr. Wu and based on Dr. Wu's case, advised that a chest CT showed hidden pneumonic changes and facilitate a rapid diagnosis.

Related Terms

Case Series

A report about a small group of similar cases.

Preplanned Case-Observation

A case in which symptoms are elicited to study disease mechanisms. (Ex. Having a patient sleep in a lab to do brain imaging for a sleep disorder).

Now test yourself!

1. Case studies are not considered evidence-based even though the authors have studied the case in great depth.

2. When are Case reports most useful?

When you encounter common cases and need more information When new symptoms or outcomes are unidentified When developing practice guidelines When the population being studied is very large

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Case Study Research Method in Psychology

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

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Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources using several methods (e.g., observations & interviews).

The case study research method originated in clinical medicine (the case history, i.e., the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.

The information is mainly biographical and relates to events in the individual’s past (i.e., retrospective), as well as to significant events that are currently occurring in his or her everyday life.

The case study is not a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.

Freud (1909a, 1909b) conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

This makes it clear that the case study is a method that should only be used by a psychologist, therapist, or psychiatrist, i.e., someone with a professional qualification.

There is an ethical issue of competence. Only someone qualified to diagnose and treat a person can conduct a formal case study relating to atypical (i.e., abnormal) behavior or atypical development.

 Famous Case Studies

• Anna O – One of the most famous case studies, documenting psychoanalyst Josef Breuer’s treatment of “Anna O” (real name Bertha Pappenheim) for hysteria in the late 1800s using early psychoanalytic theory.
• Little Hans – A child psychoanalysis case study published by Sigmund Freud in 1909 analyzing his five-year-old patient Herbert Graf’s house phobia as related to the Oedipus complex.
• Bruce/Brenda – Gender identity case of the boy (Bruce) whose botched circumcision led psychologist John Money to advise gender reassignment and raise him as a girl (Brenda) in the 1960s.
• Genie Wiley – Linguistics/psychological development case of the victim of extreme isolation abuse who was studied in 1970s California for effects of early language deprivation on acquiring speech later in life.
• Phineas Gage – One of the most famous neuropsychology case studies analyzes personality changes in railroad worker Phineas Gage after an 1848 brain injury involving a tamping iron piercing his skull.

Clinical Case Studies

• Studying the effectiveness of psychotherapy approaches with an individual patient
• Assessing and treating mental illnesses like depression, anxiety disorders, PTSD
• Neuropsychological cases investigating brain injuries or disorders

Child Psychology Case Studies

• Studying psychological development from birth through adolescence
• Cases of learning disabilities, autism spectrum disorders, ADHD
• Effects of trauma, abuse, deprivation on development

Types of Case Studies

• Explanatory case studies : Used to explore causation in order to find underlying principles. Helpful for doing qualitative analysis to explain presumed causal links.
• Exploratory case studies : Used to explore situations where an intervention being evaluated has no clear set of outcomes. It helps define questions and hypotheses for future research.
• Descriptive case studies : Describe an intervention or phenomenon and the real-life context in which it occurred. It is helpful for illustrating certain topics within an evaluation.
• Multiple-case studies : Used to explore differences between cases and replicate findings across cases. Helpful for comparing and contrasting specific cases.
• Intrinsic : Used to gain a better understanding of a particular case. Helpful for capturing the complexity of a single case.
• Collective : Used to explore a general phenomenon using multiple case studies. Helpful for jointly studying a group of cases in order to inquire into the phenomenon.

Where Do You Find Data for a Case Study?

There are several places to find data for a case study. The key is to gather data from multiple sources to get a complete picture of the case and corroborate facts or findings through triangulation of evidence. Most of this information is likely qualitative (i.e., verbal description rather than measurement), but the psychologist might also collect numerical data.

1. Primary sources

• Interviews – Interviewing key people related to the case to get their perspectives and insights. The interview is an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates, and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.
• Observations – Observing behaviors, interactions, processes, etc., related to the case as they unfold in real-time.
• Documents & Records – Reviewing private documents, diaries, public records, correspondence, meeting minutes, etc., relevant to the case.

2. Secondary sources

• News/Media – News coverage of events related to the case study.
• Academic articles – Journal articles, dissertations etc. that discuss the case.
• Government reports – Official data and records related to the case context.
• Books/films – Books, documentaries or films discussing the case.

3. Archival records

Searching historical archives, museum collections and databases to find relevant documents, visual/audio records related to the case history and context.

Public archives like newspapers, organizational records, photographic collections could all include potentially relevant pieces of information to shed light on attitudes, cultural perspectives, common practices and historical contexts related to psychology.

4. Organizational records

Organizational records offer the advantage of often having large datasets collected over time that can reveal or confirm psychological insights.

Of course, privacy and ethical concerns regarding confidential data must be navigated carefully.

However, with proper protocols, organizational records can provide invaluable context and empirical depth to qualitative case studies exploring the intersection of psychology and organizations.

• Organizational/industrial psychology research : Organizational records like employee surveys, turnover/retention data, policies, incident reports etc. may provide insight into topics like job satisfaction, workplace culture and dynamics, leadership issues, employee behaviors etc.
• Clinical psychology : Therapists/hospitals may grant access to anonymized medical records to study aspects like assessments, diagnoses, treatment plans etc. This could shed light on clinical practices.
• School psychology : Studies could utilize anonymized student records like test scores, grades, disciplinary issues, and counseling referrals to study child development, learning barriers, effectiveness of support programs, and more.

How do I Write a Case Study in Psychology?

Follow specified case study guidelines provided by a journal or your psychology tutor. General components of clinical case studies include: background, symptoms, assessments, diagnosis, treatment, and outcomes. Interpreting the information means the researcher decides what to include or leave out. A good case study should always clarify which information is the factual description and which is an inference or the researcher’s opinion.

1. Introduction

• Provide background on the case context and why it is of interest, presenting background information like demographics, relevant history, and presenting problem.
• Compare briefly to similar published cases if applicable. Clearly state the focus/importance of the case.

2. Case Presentation

• Describe the presenting problem in detail, including symptoms, duration,and impact on daily life.
• Include client demographics like age and gender, information about social relationships, and mental health history.
• Describe all physical, emotional, and/or sensory symptoms reported by the client.
• Use patient quotes to describe the initial complaint verbatim. Follow with full-sentence summaries of relevant history details gathered, including key components that led to a working diagnosis.
• Summarize clinical exam results, namely orthopedic/neurological tests, imaging, lab tests, etc. Note actual results rather than subjective conclusions. Provide images if clearly reproducible/anonymized.
• Clearly state the working diagnosis or clinical impression before transitioning to management.

3. Management and Outcome

• Indicate the total duration of care and number of treatments given over what timeframe. Use specific names/descriptions for any therapies/interventions applied.
• Present the results of the intervention,including any quantitative or qualitative data collected.
• For outcomes, utilize visual analog scales for pain, medication usage logs, etc., if possible. Include patient self-reports of improvement/worsening of symptoms. Note the reason for discharge/end of care.

4. Discussion

• Analyze the case, exploring contributing factors, limitations of the study, and connections to existing research.
• Analyze the effectiveness of the intervention,considering factors like participant adherence, limitations of the study, and potential alternative explanations for the results.
• Identify any questions raised in the case analysis and relate insights to established theories and current research if applicable. Avoid definitive claims about physiological explanations.
• Offer clinical implications, and suggest future research directions.

5. Additional Items

• Thank specific assistants for writing support only. No patient acknowledgments.
• References should directly support any key claims or quotes included.
• Use tables/figures/images only if substantially informative. Include permissions and legends/explanatory notes.
• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.

Because of their in-depth, multi-sided approach, case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.

Research that only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension of experience, which is important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.

The method is, therefore, important for psychologists who adopt a holistic point of view (i.e., humanistic psychologists ).

Limitations

• Lacking scientific rigor and providing little basis for generalization of results to the wider population.
• Researchers’ own subjective feelings may influence the case study (researcher bias).
• Difficult to replicate.
• Time-consuming and expensive.
• The volume of data, together with the time restrictions in place, impacted the depth of analysis that was possible within the available resources.

Because a case study deals with only one person/event/group, we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the conclusions drawn from a particular case may not be transferable to other settings.

Because case studies are based on the analysis of qualitative (i.e., descriptive) data , a lot depends on the psychologist’s interpretation of the information she has acquired.

This means that there is a lot of scope for Anna O , and it could be that the subjective opinions of the psychologist intrude in the assessment of what the data means.

For example, Freud has been criticized for producing case studies in which the information was sometimes distorted to fit particular behavioral theories (e.g., Little Hans ).

This is also true of Money’s interpretation of the Bruce/Brenda case study (Diamond, 1997) when he ignored evidence that went against his theory.

Breuer, J., & Freud, S. (1895).  Studies on hysteria . Standard Edition 2: London.

Curtiss, S. (1981). Genie: The case of a modern wild child .

Diamond, M., & Sigmundson, K. (1997). Sex Reassignment at Birth: Long-term Review and Clinical Implications. Archives of Pediatrics & Adolescent Medicine , 151(3), 298-304

Freud, S. (1909a). Analysis of a phobia of a five year old boy. In The Pelican Freud Library (1977), Vol 8, Case Histories 1, pages 169-306

Freud, S. (1909b). Bemerkungen über einen Fall von Zwangsneurose (Der “Rattenmann”). Jb. psychoanal. psychopathol. Forsch ., I, p. 357-421; GW, VII, p. 379-463; Notes upon a case of obsessional neurosis, SE , 10: 151-318.

Harlow J. M. (1848). Passage of an iron rod through the head.  Boston Medical and Surgical Journal, 39 , 389–393.

Harlow, J. M. (1868).  Recovery from the Passage of an Iron Bar through the Head .  Publications of the Massachusetts Medical Society. 2  (3), 327-347.

Money, J., & Ehrhardt, A. A. (1972).  Man & Woman, Boy & Girl : The Differentiation and Dimorphism of Gender Identity from Conception to Maturity. Baltimore, Maryland: Johns Hopkins University Press.

Money, J., & Tucker, P. (1975). Sexual signatures: On being a man or a woman.

Further Information

• Case Study Approach
• Case Study Method
• Enhancing the Quality of Case Studies in Health Services Research
• “We do things together” A case study of “couplehood” in dementia
• Using mixed methods for evaluating an integrative approach to cancer care: a case study

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Home » Case Study – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

About the author

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Case Study vs. Research

What's the difference.

Case study and research are both methods used in academic and professional settings to gather information and gain insights. However, they differ in their approach and purpose. A case study is an in-depth analysis of a specific individual, group, or situation, aiming to understand the unique characteristics and dynamics involved. It often involves qualitative data collection methods such as interviews, observations, and document analysis. On the other hand, research is a systematic investigation conducted to generate new knowledge or validate existing theories. It typically involves a larger sample size and employs quantitative data collection methods such as surveys, experiments, or statistical analysis. While case studies provide detailed and context-specific information, research aims to generalize findings to a broader population.

Further Detail

Introduction.

When it comes to conducting studies and gathering information, researchers have various methods at their disposal. Two commonly used approaches are case study and research. While both methods aim to explore and understand a particular subject, they differ in their approach, scope, and the type of data they collect. In this article, we will delve into the attributes of case study and research, highlighting their similarities and differences.

A case study is an in-depth analysis of a specific individual, group, event, or phenomenon. It involves a detailed examination of a particular case to gain insights into its unique characteristics, context, and dynamics. Case studies often employ multiple sources of data, such as interviews, observations, and documents, to provide a comprehensive understanding of the subject under investigation.

One of the key attributes of a case study is its focus on a specific case, which allows researchers to explore complex and nuanced aspects of the subject. By examining a single case in detail, researchers can uncover rich and detailed information that may not be possible with broader research methods. Case studies are particularly useful when studying rare or unique phenomena, as they provide an opportunity to deeply analyze and understand them.

Furthermore, case studies often employ qualitative research methods, emphasizing the collection of non-numerical data. This qualitative approach allows researchers to capture the subjective experiences, perspectives, and motivations of the individuals or groups involved in the case. By using open-ended interviews and observations, researchers can gather rich and detailed data that provides a holistic view of the subject.

However, it is important to note that case studies have limitations. Due to their focus on a specific case, the findings may not be easily generalized to a larger population or context. The small sample size and unique characteristics of the case may limit the generalizability of the results. Additionally, the subjective nature of qualitative data collection in case studies may introduce bias or interpretation challenges.

Research, on the other hand, is a systematic investigation aimed at discovering new knowledge or validating existing theories. It involves the collection, analysis, and interpretation of data to answer research questions or test hypotheses. Research can be conducted using various methods, including surveys, experiments, and statistical analysis, depending on the nature of the study.

One of the primary attributes of research is its emphasis on generating generalizable knowledge. By using representative samples and statistical techniques, researchers aim to draw conclusions that can be applied to a larger population or context. This allows for the identification of patterns, trends, and relationships that can inform theories, policies, or practices.

Research often employs quantitative methods, focusing on the collection of numerical data that can be analyzed using statistical techniques. Surveys, experiments, and statistical analysis allow researchers to measure variables, establish correlations, and test hypotheses. This objective approach provides a level of objectivity and replicability that is crucial for scientific inquiry.

However, research also has its limitations. The focus on generalizability may sometimes sacrifice the depth and richness of understanding that case studies offer. The reliance on quantitative data may overlook important qualitative aspects of the subject, such as individual experiences or contextual factors. Additionally, the controlled nature of research settings may not fully capture the complexity and dynamics of real-world situations.

Similarities

Despite their differences, case studies and research share some common attributes. Both methods aim to gather information and generate knowledge about a particular subject. They require careful planning, data collection, analysis, and interpretation. Both case studies and research contribute to the advancement of knowledge in their respective fields.

Furthermore, both case studies and research can be used in various disciplines, including social sciences, psychology, business, and healthcare. They provide valuable insights and contribute to evidence-based decision-making. Whether it is understanding the impact of a new treatment, exploring consumer behavior, or investigating social phenomena, both case studies and research play a crucial role in expanding our understanding of the world.

In conclusion, case study and research are two distinct yet valuable approaches to studying and understanding a subject. Case studies offer an in-depth analysis of a specific case, providing rich and detailed information that may not be possible with broader research methods. On the other hand, research aims to generate generalizable knowledge by using representative samples and quantitative methods. While case studies emphasize qualitative data collection, research focuses on quantitative analysis. Both methods have their strengths and limitations, and their choice depends on the research objectives, scope, and context. By utilizing the appropriate method, researchers can gain valuable insights and contribute to the advancement of knowledge in their respective fields.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

PH717 Module 1B - Descriptive Tools

Descriptive epidemiology & descriptive statistics.

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Case Reports and Case Series

Case reports, case series, test yourself.

Categories of Descriptive Epidemiology

A case report is a detailed description of disease occurrence in a single person. Unusual features of the case may suggest a new hypothesis about the causes or mechanisms of disease.

Example: Acquired Immunodeficiency in an Infant; Possible Transmission by Means of Blood Products

In April 1983 it had not yet been shown that AIDS could be transmitted by blood or blood products. An infant born with Rh incompatibility; required blood products from 18 donors over 8 weeks and subsequently developed unusual recurrent infections with opportunistic agents such as Candida. The infant's T cell count was low, suggesting AIDS. There was no family history of immunodeficiency, but one of the blood donors was found to have died of AIDS. This led the investigators to hypothesize that AIDS could be transmitted by blood transfusion.

Link to article by Ammann AJ et al: Acquired immunodeficiency in an infant: possible transmission by means of blood products. The Lancet 1:956-958, 1983.

A case series is a report on the characteristics of a group of subjects who all have a particular disease or condition. Common features among the group may suggest hypotheses about disease causation. Note that the "series" may be small (as in the example below) or it may be large (hundreds or thousands of "cases"). However, the chief limitation is that there is no comparison group. Consequently, common features may suggest hypotheses, but these need to be tested with some sort of analytical study before an association can be accepted as valid.

Example: Discovery of HIV in the United States

This was an extraordinarily important case series (a detailed description of characteristics of a series of people who all have the same disease) that suggested that this new syndrome was associated with sexual activity in male homosexuals. Alerting the medical establishment and proposing a hypothesis was an important milestone in the AIDS epidemic.

Link to article by Gottlieb MS, et al: Pneumocystis carinii pneumonia and mucosal candidiasis in previously healthy homosexual men: evidence of a new acquired cellular immunodeficiency. N Engl J Med 1981;305:1425-1431.

There had been a number of case reports of liver cancers in young women taking oral contraceptives. A study was undertaken by contacting all of the cancer registries collaborating with the American College of Surgeons. The investigators wanted to collect information on as many of these rare liver tumors as possible across the US.  

Table - Oral Contraceptive Use Among Women Who Developed Liver Cancer

What conclusions can you draw from these data regarding a possible increased risk of liver cancer in woman taking oral contraceptives? Think about it before you look at the answer.

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• Published: 30 January 2023

A student guide to writing a case report

• Maeve McAllister 1  

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As a student, it can be hard to know where to start when reading or writing a clinical case report either for university or out of special interest in a Journal. I have collated five top tips for writing an insightful and relevant case report.

A case report is a structured report of the clinical process of a patient's diagnostic pathway, including symptoms, signs, diagnosis, treatment planning (short and long term), clinical outcomes and follow-up. 1 Some of these case reports can sometimes have simple titles, to the more unusual, for example, 'Oral Tuberculosis', 'The escapee wisdom tooth', 'A difficult diagnosis'. They normally begin with the word 'Sir' and follow an introduction from this.

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Case Report vs Case-Control Study: A Simple Explanation

A case report is the description of the clinical story of a single patient, whereas a case-control study compares 2 groups of participants differing in outcome in order to determine if a suspected exposure in their past caused that difference.

Here’s the evidence pyramid showing the level of evidence for different study designs:

Further reading

• Case Report: A Beginner’s Guide with Examples
• Case Report vs Cross-Sectional Study
• Cohort vs Cross-Sectional Study
• How to Identify Different Types of Cohort Studies?
• Matched Pairs Design
• Randomized Block Design

Case Reports Vs Clinical Studies

Uncategorized

This post discusses questions validity if authored by an employee of the reporting company, Roho. This blog will answer these questions regarding clinical studies and clinical evidence:

• What is the difference between a clinical study and a case report?
• Who can observe and document the results of a clinical study?
• What circumstance would beg questioning the validity of a case report?

(Information below was take from the site clinical trials .gov a service of the National Institute of Health)

Definition of case report and clinical study

In medicine, a  case report  is a detailed  report of the symptoms, signs, diagnosis, treatment, and follow-up of an individual patient.  Case reports  may contain a demographic profile of the patient, but usually describe an unusual or novel occurrence.

The case report is written on one individual patient.

Clinical Study

A research study using human subjects to evaluate biomedical or health-related outcomes. Two types of clinical studies are Interventional Studies  (or clinical trials) and  Observational Studies . A clinical study involves multiple patients.

Observational Clinical Studies have a qualified investigator.

In an observational study, investigators assess health outcomes in groups of participants according to a research plan or protocol. Participants may receive interventions (which can include medical products such as drugs or devices) or procedures as part of their routine medical care, but participants are not assigned to specific interventions by the investigator (as in a clinical trial).

The Key Responsibilities of a Clinical Study Investigator:

• Be qualified to practice medicine or psychiatry and meet the qualifications specified by applicable national regulatory requirements(s)
• Be qualified by education, training, and experience to assume responsibility for the proper conduct of the study,
• Be familiar with and compliant with Good Clinical Practice (GCP)  ICH E6 Guideline  and applicable ethical and regulatory requirements prior to commencement of work on the study.
• Provide evidence of his/her qualification using the Abbreviated  TransCelerate Curriculum Vitae (CV) form

The internal validity of a medical device case report is questioned if bias is present. One must consider bias in a case report authored by an employee of the company that makes the device described in the report.

These are the facts on clinical studies published on the roho website. 

• There are 15 of what roho calls clinical studies on the roho website.  Based on the above definitions, these are not clinical studies but rather case reports. 
• Of these 15 case reports only one pertains a seat cushion improving a pressure ulcer.

This one single case report is written by Cynthia Fleck, an employee of crown therapeutics which is a division of roho

After selling 1 million cushions over the span of 45 years in business roho has exactly 1 case report which was written by an employee of roho which then begs the question of validity of this report.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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• Last Updated: Jun 3, 2024 9:44 AM
• URL: https://libguides.usc.edu/writingguide/assignments

Bird Flu (H5N1) Explained: Study Finds First Known Case Of Mammal-To-Mammal Transnational Transmission

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Here’s the latest news about a global outbreak of H5N1 bird flu that started in 2020, and recently spread among cattle in U.S. states and marine mammals across the world, which has health officials closely monitoring it and experts concerned the virus could mutate and eventually spread to humans, where it has proven rare but deadly.

A sign warns of a outbreak of bird flu.

June 5 A new study examining the 2023 bird flu outbreak in South America that killed around 17,400 elephant seal pups and 24,000 sea lions found the disease spread between the animals in several countries, the first known case of transnational virus mammal-to-mammal bird flu transmission.

May 30 Another human case of bird flu has been detected in a dairy farm worker in Michigan—though the cases aren’t connected—and this is the first person in the U.S. to report respiratory symptoms connected to bird flu, though their symptoms are “resolving,” according to the Centers for Disease Control and Prevention.

May 23 A new study with mice suggests that drinking infected milk can spread the disease—and that a certain type of pasteurization may not always be effective in killing the virus.

May 22 Michigan reported bird flu in a farmworker—the second U.S. human case tied to transmission from dairy cows—though the worker had a mild infection and has since recovered.

May 21 Australia reported its first human case of bird flu after a child became infected in March after traveling to India, though the child has since recovered after suffering from a “severe infection,” according to the Victorian Department of Health.

May 16 The USDA conducted a study, and discovered that after high levels of the virus was injected into beef, no trace was left after the meat was cooked medium to well done, though the virus was found in meat cooked to lower temperatures.

May 14 The Centers for Disease Control and Prevention released influenza A waste water data for the weeks ending in April 27 and May 4, and found several states like Alaska, California, Florida, Illinois and Kansas had unusually high levels, though the agency isn’t sure if the virus came from humans or animals, and isn’t able to differentiate between influenza A subtypes, meaning the H5N1 virus or other subtypes may have been detected.

May 10 The Food and Drug Administration announced it will commit an additional $8 million to ensure the commercial milk supply is safe, while the Department of Agriculture said it will pay up to $28,000 per farm to help mitigate the spread of the disease, totaling around $98 million in funds.

May 9 Some 70 people in Colorado are being monitored for bird flu due to potential exposure, and will be tested for the virus if they show any symptoms, the Colorado Department of Public Health told Forbes—it was not immediately clear how or when the people were potentially exposed.

May 1 The Department of Agriculture said it tested 30 grocery store ground beef products for bird flu and they all came back negative, reaffirming the meat supply is safe.

May 1 The Food and Drug Administration confirmed dairy products are still safe to consume, announcing it tested grocery store samples of products like infant formula, toddler milk, sour cream and cottage cheese, and no live traces of the bird flu virus were found, although some dead remnants were found in some of the food—though none in the baby products.

April 30 Wenqing Zhang, head of the World Health Organization's Global Influenza Programme, said during a news briefing "there is a risk for cows in other countries to be getting infected," with the bird flu virus, since it’s commonly spread through the movement of migratory birds.

April 29 The Department of Agriculture told Forbes it will begin testing ground beef samples from grocery stores in states with cow outbreaks, and test ground beef cooked at different temperatures and infected with the virus to determine if it's safe to eat.

April 24 The USDA said cow-to-cow transmission may be occurring due to the cows coming into contact with raw milk—and warned against humans and other animals, including pets, consuming unpasteurized milk to prevent potential infection.

April 18 Jeremy Farrar, chief scientist for the World Health Organization, said during a press conference the threat of bird flu spreading between humans was a “great concern,” since it’s evolved and has increasingly been infecting mammals (on land and sea), which means it could possibly spread to humans.

April 1 The CDC reported the second U.S. human case of bird flu in a Texas dairy farmer who became infected after contracting the virus from infected dairy cows, but said the person was already recovering.

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Can Bird Flu Spread Between Humans?

Bird flu doesn’t “transmit easily from person-to-person,” according to the World Health Organization. Bird flu rarely affects humans, and most previous cases came from close contact with infected poultry, according to the CDC. Because human-to-human spread of bird flu poses “pandemic potential,” each human case is investigated to rule out this type of infection. Though none have been confirmed, there are a few global cases—none in the U.S.—where human-to-human transmission of bird flu was thought to be “probable,” including in China , Thailand , Indonesia and Pakistan .

Is Bird Flu Fatal To Humans?

It is very deadly. Between January 2003 and March 28, 2024 there have been 888 human cases of bird flu infection in humans, according to a report by the World Health Organization. Of those 888 cases, 463 (52%) died. To date, only two people in the U.S. have contracted H5N1 bird flu, and they both were infected after coming into contact with sick animals. The most recent case was a dairy worker in Texas who became ill in March after interacting with sick dairy cows, though he only experienced pink eye. The first incident happened in 2022 when a person in Colorado contracted the disease from infected poultry, and fully recovered.

Is It Safe To Drink Milk Infected With Bird Flu?

Raw, unpasteurized milk is unsafe to drink, but pasteurized milk is fine, according to the FDA. Bird flu has been detected in both unpasteurized and pasteurized milk, but the FDA recommends manufacturers against making and selling unpasteurized milk since there’s a possibility consuming it may cause bird flu infection. However, the virus remnants in pasteurized milk have been deactivated by the heat during the pasteurization process , so this type of milk is still believed safe to consume.

Is It Safe To Consume Meat Infected With Bird Flu?

The CDC warns against eating raw meat or eggs from animals “confirmed or suspected” of having bird flu because of the possibility of transmission. However, no human has ever been infected with bird flu from eating properly prepared and cooked meat, according to the agency. The possibility of infected meat entering the food supply is “extremely low” due to rigorous inspection, so properly handled and cooked meat is safe to eat, according to the USDA. To know when meat is properly cooked, whole beef cuts must be cooked to an internal temperature of 145 degrees Fahrenheit, ground meat must be 160 degrees and poultry must be cooked to 165 degrees. Rare and medium rare steaks fall below this temperature. Properly cooked eggs with an internal temperature of 165 degrees Fahrenheit kills bacteria and viruses including bird flu, according to the CDC. “It doesn’t matter if they may or may not have [avian] influenza… runny eggs and rare pieces of meat” are never recommended, Francisco Diez-Gonzalez, director and professor for the Center for Food Safety at the University of Georgia, told Forbes. To “play it safe,” consumers should only eat fully cooked eggs and make sure “the yolks are firm with no runny parts,” Daisy May, veterinary surgeon with U.K.-based company Medivet, said .

What Are Bird Flu Symptoms In Humans?

Symptoms of bird flu include a fever, cough, headache, chills, shortness of breath or difficulty breathing, runny nose, congestion, sore throat, nausea or vomiting, diarrhea, pink eye, muscle aches and headache. However, the CDC advises it can’t be diagnosed based on symptoms alone, and laboratory testing is needed. This typically includes swabbing the nose or throat (the upper respiratory tract), or the lower respiratory tract for critically ill patients.

How Is Bird Flu Affecting Egg Prices?

This year’s egg prices have increased as production decreased due to bird flu outbreaks among poultry, according to the USDA. A dozen large, grade A eggs in the U.S. costed around $2.99 in March, up almost a dollar from the fall. However, this price is down from a record $4.82 in January 2023, which was also spiked by bird flu outbreaks . Earlier this month, Cal-Maine Foods—the country’s largest egg producer—temporarily halted egg production after over one million egg-laying hens and chickens were killed after being infected with bird flu.

Why Do Poultry Farmers Kill Chickens With Bird Flu?

Once chickens have been infected with bird flu, farmers quickly kill them to help control the spread of the virus, since bird flu is highly contagious and fatal in poultry. The USDA pays farmers for all birds and eggs that have to be killed because of bird flu, as an incentive to responsibly try and curb the spread of the disease. The USDA has spent over $1 billion in bird flu compensation for farmers since 2022, according to the nonprofit Food & Environment Reporting Network.

Is There A Vaccine For The Bird Flu (h5n1)?

The FDA has approved a few bird flu vaccines for humans. The U.S. has a stockpile of vaccines for H5N1 bird flu, but it wouldn’t be enough to vaccinate all Americans if an outbreak were to happen among humans. If a human outbreak does occur, the government plans to mass produce vaccines, which can take at least six months to make enough for the entire population. CSL Seqirus, the maker of one of the approved vaccines, expects to have 150 million vaccines ready within six months of an announcement of a human bird flu pandemic. Although there are approved vaccines for other variants designed for birds, there are none for the H5N1 variant circulating. However, the USDA began trials on H5N1 animal-specific vaccines in 2023.

Key Background

As of May 30, more than 92 million poultry (primarily chickens) in 48 states have been euthanized because of bird flu since 2022, and 57 dairy cow herds across nine states have tested positive, according to data from the CDC (unlike chickens, cows appear to recover from the virus). The USDA believes wild migratory birds are the original source of the cow outbreaks that recently has experts concerned it may mutate and spread more easily in humans, though the CDC said its risk to the public remains low . Farrar called the cattle infections in the U.S. a “huge concern,” urging public health officials to continue closely monitoring the situation “because it may evolve into transmitting in different ways.” The increased number of mammal bird flu infections since 2022 “could indicate that the virus is looking for new hosts, and of course, moving closer to people,” Andrea Garcia, vice president of science, medicine and public health for the American Medical Association, said . The first report of a walrus dying from bird flu was detected in April on one of Norway’s Arctic Islands, and the first U.S. dolphin infected with bird flu died back in 2022, according to a report published April 18. More than 10 human bird flu cases were reported to the World Health Organization in 2023, and all but one survived. Bird flu has devastated bird populations, and 67 countries reported the deaths of 131 million poultry in 2022 alone. Although bird flu typically infects wild birds and poultry, it’s spread to other animals during the outbreak, and at least 10 countries have reported outbreaks in mammals since 2022. Around 17,400 elephant seal pups died from bird flu in Argentina in 2023, and at least 24,000 sea lions died in South America the same year. Besides cattle, bird flu has been detected in over 200 other mammals—like seals, raccoons and bears—in the U.S. since 2022. Although rare, even domestic pets like dogs and cats are susceptible to the virus, and the FDA warns against giving unpasteurized milk to cats to avoid possible transmission.

On June 5, WHO confirmed the first human death of a strain of bird flu that’s never before been seen in humans and is separate from H5N1. A 59-year-old man in Mexico contracted H5N2, and died on April 24 after being hospitalized and developing a fever, diarrhea, nausea, shortness of breath and general discomfort. Cases of H5N2 have been reported in poultry in Mexico, but the man had no history with poultry or animals, WHO said. It’s unclear how he became infected. He was bedridden for weeks prior to the infection, and suffered from several other health conditions.

Further Reading

Another Bird Flu Variant Reaches Humans: What To Know About H5N2—After First-Ever Confirmed Death

WHO Warns Threat Of Bird Flu Spreading To Humans Is ‘Great Concern’ (Forbes)

One In Five Milk Samples From Across US Had Traces Of Bird Flu Virus, FDA Says (Forbes)

Can Pets Get Bird Flu? Here’s What To Know (Forbes)

Avian H5N1 (Bird) Flu: Why Experts Are Worried—And What You Should Know (Forbes)

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Optimization of radiation shielding efficacy through tuning the crystal lattice parameters: Case study of α-quartz

• Al-Omari, S.
• Khattari, Z. Y.

Crystal γ-ray radiation competence on α-quartz crystal up to 15 GPa pressure unveil structural-shielding properties coupling. With increasing pressure the average lattice axial length known as a, and b are decreased affecting the behavior of the observed LAC or HVL values. Via tuning the lattice parameters (4.914<a<4.470 Å) and unit cell volume (113.06<Vc < 89.10 Å 3 ), we were able to optimize the α-quartz crystal shielding performance via adjusting the essential shielding parameters (i.e., (5.809<MAC<0.021 cm 2 /g), (3.10 × 10 23 <N eff < 3.74 × 10 23 e/g), (10.32<Z eff <12.43), and (10.79<Z eq <11.56)). We find that the maximum value of LAC = 16.61 cm ‑1 occur at defined unitcell parameters (a = 4.535 Å, c = 5.170 Å c/a = 1.14419, and V c = 92.09 Å 3 ). Whereas, the LAC minimum value is 12.67246 cm ‑1 at a = 4.90232 Å, c = 5.38309 Å, c/a = 1.10149, and V c = 110.91621 Å 3 ). The same is applied on the HVL behavior. This report, confirmed that changing the crystal structural lattice parameters allows for a different chances between the incident radiation-unit cell interactions for a possible optimization against the γ-rays penetrations into the crystal's sub-structures.

• γ-rays shielding;
• Scintillation;
• Crystal structure;
• Optimization

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Trump Has Few Ways to Overturn His Conviction as a New York Felon

The judge in Donald J. Trump’s case closed off many avenues of appeal, experts said, though his lawyers might challenge the novel theory at the case’s center.

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By Ben Protess ,  William K. Rashbaum and Jonah E. Bromwich

“This is long from over,” Donald J. Trump, the former president and current felon, declared on Thursday, moments after a Manhattan jury convicted him on 34 counts of falsifying records to cover up a sex scandal.

Mr. Trump, the presumptive Republican nominee, is banking on the jury not having the final word on the case. He has already outlined a plan to appeal a verdict that on Friday he labeled “a scam.”

But even if the former — and possibly future — president could persuade voters to ignore his conviction, the appellate courts might not be so sympathetic. Several legal experts cast doubt on his chances of success, and noted that the case could take years to snake through the courts, all but ensuring he will still be a felon when voters head to the polls in November.

And so, after a five-year investigation and a seven-week trial, Mr. Trump’s New York legal odyssey is only beginning.

The Trump Manhattan Criminal Verdict, Count By Count

Former President Donald J. Trump faced 34 felony charges of falsifying business records, related to the reimbursement of hush money paid to the porn star Stormy Daniels in order to cover up a sex scandal around the 2016 presidential election.

The former president’s supporters are calling on the U.S. Supreme Court to intervene, though that is highly unlikely. In a more likely appeal to a New York court, Mr. Trump would have avenues to attack the conviction, the experts said, but far fewer than he has claimed. The experts noted that the judge whose rulings helped shape the case stripped some of the prosecution’s most precarious arguments and evidence from the trial.

The appeal will be a referendum on the judge, Juan M. Merchan, who steered the trial through political and legal minefields even as Mr. Trump hurled invective at him and his family. Justice Merchan, a no-nonsense former prosecutor, said that he was keenly aware “and protective of” Mr. Trump’s rights, including his right to “defend himself against political attacks.”

Mark Zauderer, a veteran New York litigator who sits on a committee that screens applicants for the same court that will hear Mr. Trump’s appeal, said that Justice Merchan avoided pitfalls that often doom convictions.

“This case has none of the usual red flags for reversal on appeal,” Mr. Zauderer said. “The judge’s demeanor was flawless.”

Even if Justice Merchan’s rulings provide little fodder, Mr. Trump could challenge the foundation of the prosecution’s case. Mr. Trump’s lawyers note that Alvin L. Bragg, the Manhattan district attorney, used a novel theory to charge Mr. Trump with 34 felony counts of falsifying business records.

In New York, that crime is a misdemeanor, unless the records were faked to conceal another crime. To elevate the charges to felonies, Mr. Bragg argued that Mr. Trump had falsified the records to cover up violations of a little-known state law against conspiring to win an election by “unlawful means.”

Mr. Trump’s conspiracy occurred during his first run for the White House. When Mr. Trump arranged to buy and bury damaging stories about his sex life, including a porn star’s story of a tryst, he was trying to influence the 2016 election, Mr. Bragg said.

In an appeal, Mr. Trump’s lawyers are expected to argue that Mr. Bragg inappropriately stretched the state election law — a convoluted one, at that — to cover a federal campaign. And they could claim that the false records law itself does not apply to Mr. Trump’s case.

“I certainly don’t think there has been a prosecution of falsifying business records like this one,” said Barry Kamins, a retired judge and expert on criminal procedure who teaches at Brooklyn Law School. “This is all uncharted territory, as far as an appellate issue.”

None of this criticism will surprise Mr. Bragg, a career prosecutor who has shown himself to be comfortable with innovative applications of law. Mr. Bragg’s head of appeals, Steven Wu, a fast-talking, Yale-trained litigator, attended much of the trial. When the verdict was read, he was sitting in the second row, to Mr. Bragg’s right.

It is now Mr. Wu’s job to ensure that Mr. Trump does not escape his conviction.

Over a lifetime spent in legal gray areas, Mr. Trump has developed a knack for delaying or dodging criminal consequences. Just as law enforcement authorities would appear to close in on him, and his adversaries assumed he was on the ropes, Mr. Trump would prevail.

In his four years as president, Mr. Trump survived two impeachments, a federal investigation and a special counsel inquiry. In his post-presidential life, he has been indicted four times in four different cities, but three of those cases are mired in delays, thanks in part to the U.S. Supreme Court.

He was, to foes and friends alike, “Teflon Don.”

But now, just like every other criminal defendant in New York, the deck is stacked against him. Appeals courts typically frown upon overturning jury decisions, barring some glaring error or misconduct.

Justice Merchan will sentence Mr. Trump on July 11, just days before he attends the Republican National Convention to be anointed as the party’s presidential nominee. The judge could sentence him to as long as four years in prison, or impose only probation.

The sentencing will start a 30-day clock for Mr. Trump to file a notice of appeal. That notice is just a legal stake in the ground. Mr. Trump will then have to mount the actual appeal at the New York State’s Appellate Division, First Department. The panel of appellate court judges most likely would not hear arguments until next year, and might not issue a decision until early 2026.

And that won’t necessarily be the final say. Mr. Trump or Mr. Bragg’s office could ask the New York Court of Appeals, the state’s highest court, to review the decision.

Mr. Trump might also have a final option: the U.S. Supreme Court. Mr. Trump, who already tried and failed to move the case to federal court, could try again if he were elected.

It would be a long shot. Procedurally, it is exceedingly difficult for a state defendant to reach the Supreme Court without exhausting state appeals.

“This is a garden-variety state court conviction,” Mr. Zauderer said. “I don't see a plausible path to the Supreme Court.”

Yet the court has appeared sympathetic to Mr. Trump in one of his other criminal cases. And in an appearance on Fox News on Friday, the Republican speaker of the House, Mike Johnson, argued that the justices should take up Mr. Trump’s cause .

“I think that the justices on the court — I know many of them personally — I think they’re deeply concerned,” said Mr. Johnson, a Trump ally. “I think they’ll set this straight, but it’s going to take a while.”

At his news conference at Trump Tower on Friday, Mr. Trump outlined a blueprint for his appeal, airing a litany of grievances about Justice Merchan , whom he called “a tyrant.”

“He wouldn’t allow us to have witnesses or have us talk or allow us to do anything,” Mr. Trump claimed, adding that witnesses were “literally crucified by this man who looks like an angel, but he’s really a devil.”

Those accusations were false. Justice Merchan did not prohibit Mr. Trump from calling witnesses, though he did limit the testimony of a defense expert who was set to testify about election law but ultimately never took the stand. (Justice Merchan determined that the expert’s testimony about the law would intrude on the judge’s own responsibility.)

Mr. Trump also claimed that Justice Merchan effectively prevented him from testifying in his own defense. The judge, he said, would have allowed prosecutors to question him about his past legal troubles, and “everything that I was ever involved in.”

That was a significant exaggeration.

Defendants routinely premise appeals on a judge’s decision about how much prosecutors may cross-examine them. They also often argue that judges have allowed evidence beyond the scope of the charges. But Justice Merchan refused to let the prosecution enter a variety of damaging evidence about Mr. Trump, including accusations that he sexually assaulted women.

Both of those issues were at the heart of the Court of Appeals’s recent decision to overturn the sex crimes conviction of Harvey Weinstein, the former Hollywood producer. Yet Mr. Kamins, who was one of the lawyers who handled Mr. Weinstein’s appeal, said they would not carry the day for Mr. Trump.

Justice Merchan, who began every trial day with a “good morning” for Mr. Trump, did occasionally scold him for misbehaving in the courtroom, or violating a gag order that barred attacks on witnesses and jurors. But the judge did so outside the presence of the jurors.

When the porn star, Stormy Daniels, was on the stand, and Mr. Trump muttered “bullshit,” the judge waited for the jury to leave before summoning a defense lawyer to the bench. “I am speaking to you here at the bench because I don’t want to embarrass him,” the judge told Mr. Trump’s lead lawyer, Todd Blanche.

Justice Merchan bent over backward when Mr. Trump repeatedly violated the gag order.

“Mr. Trump, it’s important to understand that the last thing I want to do is to put you in jail,” he said. “You are the former president of the United States, and possibly the next president.”

Justice Merchan also reined in the prosecution’s efforts to lower the legal bar for convicting Mr. Trump. In his instructions to the jury about how to apply the law to Mr. Trump’s case, the judge refused to include suggestions from prosecutors that would have made a conviction all but certain.

Still, no judge is perfect. At times during the trial, Justice Merchan appeared to lose his temper, castigating the defense for arguments he saw as frivolous or repetitive.

And Mr. Trump’s lawyers are expected to challenge Justice Merchan’s decisions to keep the trial in Manhattan, where the former president is deeply unpopular, and to bless Mr. Bragg’s theory of the case.

The law required Mr. Bragg to show that Mr. Trump caused a false entry in the records of “an enterprise.” Mr. Trump’s lawyers might argue that no such enterprise was involved. The documents, they believe, belonged to Mr. Trump personally, not his company.

The second crime — the election law conspiracy — provides another possible avenue for Mr. Trump’s lawyers. The legal theory underpinning the prosecution included not only untested law, but a complex combination of statutes, one tucked inside another like Russian nesting dolls.

This theory required Justice Merchan to provide the jury with byzantine legal instructions.

“The more complex the jury instructions, the more likely they are to bear appellate issues,” said Nathaniel Z. Marmur, a New York appellate lawyer. “And these are some of the most complex instructions one could imagine.”

Long before the appeal is decided, Mr. Trump’s political fate will have been set. In the single day since the jury convicted him, campaign donations have poured into his coffers, and Mr. Trump cast Election Day as the “real verdict.”

His opponent, President Biden, said that the conviction alone would not thwart a Trump presidency .

“There’s only one way to keep Donald Trump out of the Oval Office: at the ballot box,” he said.

Ben Protess is an investigative reporter at The Times, writing about public corruption. He has been covering the various criminal investigations into former President Trump and his allies. More about Ben Protess

William K. Rashbaum is a Times reporter covering municipal and political corruption, the courts and broader law enforcement topics in New York. More about William K. Rashbaum

Jonah E. Bromwich covers criminal justice in New York, with a focus on the Manhattan district attorney’s office and state criminal courts in Manhattan. More about Jonah E. Bromwich

Our Coverage of the Trump Hush-Money Trial

Guilty Verdict : Donald Trump was convicted on all 34 counts  of falsifying records to cover up a sex scandal that threatened his bid for the White House in 2016, making him the first American president to be declared a felon .

What Happens Next: Trump’s sentencing hearing on July 11 will trigger a long and winding appeals process , though he has few ways to overturn the decision .

Reactions: Trump’s conviction reverberated quickly across the country  and around the world . Here’s what voters , New Yorkers , Republicans , Trump supporters  and President Biden  had to say.

The Presidential Race : The political fallout of Trump’s conviction is far from certain , but the verdict will test America’s traditions, legal institutions and ability to hold an election under historic partisan tension .

Making the Case: Over six weeks and the testimony of 20 witnesses, the Manhattan district attorney’s office wove a sprawling story  of election interference and falsified business records.

Legal Luck Runs Out: The four criminal cases that threatened Trump’s freedom had been stumbling along, pleasing his advisers. Then his good fortune expired .

Watch CBS News

Trump was found guilty in his "hush money" trial. Here's what to know about the verdict and the case.

By Graham Kates

Updated on: May 31, 2024 / 11:57 AM EDT / CBS News

Former President Donald Trump was found guilty  of 34 counts of falsifying business records by a jury in New York on Thursday, marking the end of a historic trial stemming from a "hush money" payment made to an adult film star before the 2016 election.

The trial lasted roughly six weeks, and the jury spent two days deliberating before returning a verdict. Trump denounced the decision as "rigged" and vowed to fight the conviction. His sentencing is scheduled for July 11.

Here are the basics of the charges, what happened during the trial and what comes next:

What were the charges?

Trump was indicted on March 30, 2023, and charged with 34 state counts of falsifying business records in the first degree, a felony in New York.

What was the verdict?

Trump was found guilty on all charges on May 30, 2024. The jury returned a unanimous verdict in the Manhattan courtroom where the trial unfolded for six weeks.

What was needed for the jury to convict?

Justice Juan Merchan instructed jurors before they began deliberations that in order to find Trump guilty of falsifying business records in the first degree, they needed to unanimously conclude not only that he caused records to be falsified, but that he "conspired to promote or prevent the election of any person to a public office by unlawful means."

There were a few types of "unlawful means" that the jury heard evidence about, including: falsification of other business records, violations of campaign finance laws and violations of tax tax laws.

What exactly did prosecutors say Trump did?

Prosecutors from Manhattan District Attorney Alvin Bragg's office said Trump met with former National Enquirer publisher David Pecker and ex-fixer Michael Cohen in his Trump Tower in August 2015, and that the trio hatched a conspiracy to identify, purchase and squash stories that might harm Trump's reputation and presidential campaign. 

Just days before the 2016 election, Cohen paid $130,000 to adult film star Stormy Daniels , who claimed she had sex with Trump in 2006. She agreed to keep her story under wraps in exchange for the money.

After Trump became president, Cohen was paid $35,000 a month for a year in a series of checks, most of which were signed by Trump. Prosecutors said the checks and associated business records were illegally portrayed as payments to Cohen for his legal work, when in fact they were intended to reimburse him for the Daniels deal, among other things.

What did Trump's lawyers say?

Trump's lawyers said the arrangement with Pecker and the National Enquirer was not atypical for political campaigns, which often try to influence media narratives about candidates. They said non-disclosure agreements like the one Cohen struck with Daniels are common, too.

As for the checks to Cohen, Trump's lawyers noted that Cohen's title at the time was "personal attorney to the president," and he actually was being paid for ongoing legal work. They said Cohen and Trump had a verbal retainer agreement, but not a signed one.

How about Trump himself?

Trump pleaded not guilty to the charges and denied all wrongdoing. He accused Bragg, a Democrat, of pursuing the case for political gain. Trump has called the case a "con job" and said the charges were "rigged" after the verdict came down.

Who were the key players?

Trump, Cohen and Pecker got top billing during the trial. Pecker was called to the stand by prosecutors first, and described the August 2015 Trump Tower meeting , as well as years of communications with Cohen and Trump about the scheme.

His testimony corroborated key moments relayed by Cohen, whose credibility the defense repeatedly sought throughout to undermine. Pecker's time on the stand was the lead-in to weeks worth of testimony from 18 others before Cohen, their final witness. Prosecutors sought to use those weeks to back up Cohen's story with corroborating evidence.

During the first day of their deliberations, the jury asked to hear portions of Pecker and Cohen's testimony related to the Trump Tower meeting.

What did Cohen say?

Cohen said Trump received regular updates on efforts to cover up salacious stories about him when he ran for president in 2016, and personally signed off on the scheme to falsify records related to them.

Cohen recounted three instances when he, Pecker and the editor of the National Enquirer worked to secure the rights to stories with salacious claims about Trump.

The jury heard a secret recording Cohen made of a conversation with Trump, in which Trump appeared comfortable with the purchase of a story told by another woman, named Karen McDougal.

"So, what do we got to pay for this? 150?" Trump can be heard saying on the tape.

Not long after the Enquirer paid for McDougal's story, Daniels' story hit the market. Her attorney approached the Enquirer about selling the rights one day after the release of the "Access Hollywood" tape in October 2016. On the recording, Trump was heard saying he could "grab [women] by the p****" and "make them do anything." The tape posed a major threat to his electoral prospects.

Cohen recounted intense negotiations in which everyone involved — Trump, Cohen, Daniels, her attorney and the Enquirer editor — were aware that Daniels' claim of a sexual encounter with Trump might have dire consequences for his campaign.

Cohen wired Daniels' attorney $130,000 of his own money on Oct. 28, 2016. 

During his testimony, Cohen described how working for Trump for a decade was an "amazing" experience that turned sour after the "hush money" payment to Daniels became public in 2018.

He testified that he believed he was subject to a "pressure campaign" by Trump and his allies after the FBI raided his home and office that year, leading to a pair of guilty pleas to federal charges.

Under scathing cross-examination from defense attorney Todd Blanche, Cohen acknowledged that he's since made a living by loudly criticizing Trump.

He admitted wanting to see Trump imprisoned, and saying as much on his podcast.

Cohen also acknowledged lying under oath on multiple occasions, and, in a shocking moment, admitted for the first time to having stolen tens of thousands of dollars from the Trump Organization.

What did Daniels say on the stand?

Daniels wasn't part of the scheme to influence the election. She never worked for Trump and had no involvement in any of the crimes alleged in the case. 

Still, her story of sex with Trump in 2006 was the catalyst that sparked a series of events leading to this unprecedented criminal trial. Prosecutors said she was called to the stand because Blanche denied they ever had sex in his opening statement, an assertion they believed they had to rebut.

Daniels said she met Trump at a celebrity golf tournament in Nevada, and later was invited by Trump's bodyguard to a dinner with the famed businessman. She said they met up at a hotel suite she described in elaborate detail, right down to the tiles, and she was expecting to go to dinner when instead they began talking about business.

Daniels said Trump showed a keen interest in her industry, and seemed to value her insights. After some two hours of talking, with no dinner in sight, she excused herself to go to the bathroom. She recalled being surprised when she emerged to see that Trump had undressed down to a T-shirt and boxers. She described the sex that followed as, on her part, reluctant.

This part of her testimony caused the defense to demand a mistrial, a motion that was denied.

Daniels then described interacting with Trump frequently over the next year or so — including briefly meeting with him at Trump Tower — because he promised to advocate for her to get a spot on his reality television competition. When he told her it wouldn't happen, they stopped communicating.

Later, through a representative, she began shopping her story, seeking to sell the rights to it. When Trump's presidential candidacy gained steam in 2016, those efforts also became heated. They reached a fever in October of that year, when the "Access Hollywood" outtake surfaced.

Daniels said she realized her story was potentially more valuable, because it could be bad for his campaign. Cohen testified to frantic efforts to purchase it.

What comes next?

Trump's conviction kickstarts the sentencing portion of the case. Merchan, the judge, set a date of July 11 for Trump's sentencing hearing. He asked the defense to submit any motions they plan to request no later than June 13, and said prosecutors must respond by June 27. 

Falsification of business records carries a maximum sentence of four years in prison and a $5,000 fine for each charge, but Merchan has broad leeway when determining the punishment. Some experts expect Merchan to use other options, like fines, probation or home confinement. But others say he could order Trump to serve some time behind bars. 

• Donald Trump

Graham Kates is an investigative reporter covering criminal justice, privacy issues and information security for CBS News Digital. Contact Graham at [email protected] or [email protected]

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The state of AI in early 2024: Gen AI adoption spikes and starts to generate value

If 2023 was the year the world discovered generative AI (gen AI) , 2024 is the year organizations truly began using—and deriving business value from—this new technology. In the latest McKinsey Global Survey  on AI, 65 percent of respondents report that their organizations are regularly using gen AI, nearly double the percentage from our previous survey just ten months ago. Respondents’ expectations for gen AI’s impact remain as high as they were last year , with three-quarters predicting that gen AI will lead to significant or disruptive change in their industries in the years ahead.

About the authors

This article is a collaborative effort by Alex Singla , Alexander Sukharevsky , Lareina Yee , and Michael Chui , with Bryce Hall , representing views from QuantumBlack, AI by McKinsey, and McKinsey Digital.

Organizations are already seeing material benefits from gen AI use, reporting both cost decreases and revenue jumps in the business units deploying the technology. The survey also provides insights into the kinds of risks presented by gen AI—most notably, inaccuracy—as well as the emerging practices of top performers to mitigate those challenges and capture value.

AI adoption surges

Interest in generative AI has also brightened the spotlight on a broader set of AI capabilities. For the past six years, AI adoption by respondents’ organizations has hovered at about 50 percent. This year, the survey finds that adoption has jumped to 72 percent (Exhibit 1). And the interest is truly global in scope. Our 2023 survey found that AI adoption did not reach 66 percent in any region; however, this year more than two-thirds of respondents in nearly every region say their organizations are using AI. 1 Organizations based in Central and South America are the exception, with 58 percent of respondents working for organizations based in Central and South America reporting AI adoption. Looking by industry, the biggest increase in adoption can be found in professional services. 2 Includes respondents working for organizations focused on human resources, legal services, management consulting, market research, R&D, tax preparation, and training.

Also, responses suggest that companies are now using AI in more parts of the business. Half of respondents say their organizations have adopted AI in two or more business functions, up from less than a third of respondents in 2023 (Exhibit 2).

Gen AI adoption is most common in the functions where it can create the most value

Most respondents now report that their organizations—and they as individuals—are using gen AI. Sixty-five percent of respondents say their organizations are regularly using gen AI in at least one business function, up from one-third last year. The average organization using gen AI is doing so in two functions, most often in marketing and sales and in product and service development—two functions in which previous research  determined that gen AI adoption could generate the most value 3 “ The economic potential of generative AI: The next productivity frontier ,” McKinsey, June 14, 2023. —as well as in IT (Exhibit 3). The biggest increase from 2023 is found in marketing and sales, where reported adoption has more than doubled. Yet across functions, only two use cases, both within marketing and sales, are reported by 15 percent or more of respondents.

Gen AI also is weaving its way into respondents’ personal lives. Compared with 2023, respondents are much more likely to be using gen AI at work and even more likely to be using gen AI both at work and in their personal lives (Exhibit 4). The survey finds upticks in gen AI use across all regions, with the largest increases in Asia–Pacific and Greater China. Respondents at the highest seniority levels, meanwhile, show larger jumps in the use of gen Al tools for work and outside of work compared with their midlevel-management peers. Looking at specific industries, respondents working in energy and materials and in professional services report the largest increase in gen AI use.

Investments in gen AI and analytical AI are beginning to create value

The latest survey also shows how different industries are budgeting for gen AI. Responses suggest that, in many industries, organizations are about equally as likely to be investing more than 5 percent of their digital budgets in gen AI as they are in nongenerative, analytical-AI solutions (Exhibit 5). Yet in most industries, larger shares of respondents report that their organizations spend more than 20 percent on analytical AI than on gen AI. Looking ahead, most respondents—67 percent—expect their organizations to invest more in AI over the next three years.

Where are those investments paying off? For the first time, our latest survey explored the value created by gen AI use by business function. The function in which the largest share of respondents report seeing cost decreases is human resources. Respondents most commonly report meaningful revenue increases (of more than 5 percent) in supply chain and inventory management (Exhibit 6). For analytical AI, respondents most often report seeing cost benefits in service operations—in line with what we found last year —as well as meaningful revenue increases from AI use in marketing and sales.

Inaccuracy: The most recognized and experienced risk of gen AI use

As businesses begin to see the benefits of gen AI, they’re also recognizing the diverse risks associated with the technology. These can range from data management risks such as data privacy, bias, or intellectual property (IP) infringement to model management risks, which tend to focus on inaccurate output or lack of explainability. A third big risk category is security and incorrect use.

Respondents to the latest survey are more likely than they were last year to say their organizations consider inaccuracy and IP infringement to be relevant to their use of gen AI, and about half continue to view cybersecurity as a risk (Exhibit 7).

Conversely, respondents are less likely than they were last year to say their organizations consider workforce and labor displacement to be relevant risks and are not increasing efforts to mitigate them.

In fact, inaccuracy— which can affect use cases across the gen AI value chain , ranging from customer journeys and summarization to coding and creative content—is the only risk that respondents are significantly more likely than last year to say their organizations are actively working to mitigate.

Some organizations have already experienced negative consequences from the use of gen AI, with 44 percent of respondents saying their organizations have experienced at least one consequence (Exhibit 8). Respondents most often report inaccuracy as a risk that has affected their organizations, followed by cybersecurity and explainability.

Our previous research has found that there are several elements of governance that can help in scaling gen AI use responsibly, yet few respondents report having these risk-related practices in place. 4 “ Implementing generative AI with speed and safety ,” McKinsey Quarterly , March 13, 2024. For example, just 18 percent say their organizations have an enterprise-wide council or board with the authority to make decisions involving responsible AI governance, and only one-third say gen AI risk awareness and risk mitigation controls are required skill sets for technical talent.

Bringing gen AI capabilities to bear

The latest survey also sought to understand how, and how quickly, organizations are deploying these new gen AI tools. We have found three archetypes for implementing gen AI solutions : takers use off-the-shelf, publicly available solutions; shapers customize those tools with proprietary data and systems; and makers develop their own foundation models from scratch. 5 “ Technology’s generational moment with generative AI: A CIO and CTO guide ,” McKinsey, July 11, 2023. Across most industries, the survey results suggest that organizations are finding off-the-shelf offerings applicable to their business needs—though many are pursuing opportunities to customize models or even develop their own (Exhibit 9). About half of reported gen AI uses within respondents’ business functions are utilizing off-the-shelf, publicly available models or tools, with little or no customization. Respondents in energy and materials, technology, and media and telecommunications are more likely to report significant customization or tuning of publicly available models or developing their own proprietary models to address specific business needs.

Respondents most often report that their organizations required one to four months from the start of a project to put gen AI into production, though the time it takes varies by business function (Exhibit 10). It also depends upon the approach for acquiring those capabilities. Not surprisingly, reported uses of highly customized or proprietary models are 1.5 times more likely than off-the-shelf, publicly available models to take five months or more to implement.

Gen AI high performers are excelling despite facing challenges

Gen AI is a new technology, and organizations are still early in the journey of pursuing its opportunities and scaling it across functions. So it’s little surprise that only a small subset of respondents (46 out of 876) report that a meaningful share of their organizations’ EBIT can be attributed to their deployment of gen AI. Still, these gen AI leaders are worth examining closely. These, after all, are the early movers, who already attribute more than 10 percent of their organizations’ EBIT to their use of gen AI. Forty-two percent of these high performers say more than 20 percent of their EBIT is attributable to their use of nongenerative, analytical AI, and they span industries and regions—though most are at organizations with less than $1 billion in annual revenue. The AI-related practices at these organizations can offer guidance to those looking to create value from gen AI adoption at their own organizations.

To start, gen AI high performers are using gen AI in more business functions—an average of three functions, while others average two. They, like other organizations, are most likely to use gen AI in marketing and sales and product or service development, but they’re much more likely than others to use gen AI solutions in risk, legal, and compliance; in strategy and corporate finance; and in supply chain and inventory management. They’re more than three times as likely as others to be using gen AI in activities ranging from processing of accounting documents and risk assessment to R&D testing and pricing and promotions. While, overall, about half of reported gen AI applications within business functions are utilizing publicly available models or tools, gen AI high performers are less likely to use those off-the-shelf options than to either implement significantly customized versions of those tools or to develop their own proprietary foundation models.

What else are these high performers doing differently? For one thing, they are paying more attention to gen-AI-related risks. Perhaps because they are further along on their journeys, they are more likely than others to say their organizations have experienced every negative consequence from gen AI we asked about, from cybersecurity and personal privacy to explainability and IP infringement. Given that, they are more likely than others to report that their organizations consider those risks, as well as regulatory compliance, environmental impacts, and political stability, to be relevant to their gen AI use, and they say they take steps to mitigate more risks than others do.

Gen AI high performers are also much more likely to say their organizations follow a set of risk-related best practices (Exhibit 11). For example, they are nearly twice as likely as others to involve the legal function and embed risk reviews early on in the development of gen AI solutions—that is, to “ shift left .” They’re also much more likely than others to employ a wide range of other best practices, from strategy-related practices to those related to scaling.

In addition to experiencing the risks of gen AI adoption, high performers have encountered other challenges that can serve as warnings to others (Exhibit 12). Seventy percent say they have experienced difficulties with data, including defining processes for data governance, developing the ability to quickly integrate data into AI models, and an insufficient amount of training data, highlighting the essential role that data play in capturing value. High performers are also more likely than others to report experiencing challenges with their operating models, such as implementing agile ways of working and effective sprint performance management.

About the research

The online survey was in the field from February 22 to March 5, 2024, and garnered responses from 1,363 participants representing the full range of regions, industries, company sizes, functional specialties, and tenures. Of those respondents, 981 said their organizations had adopted AI in at least one business function, and 878 said their organizations were regularly using gen AI in at least one function. To adjust for differences in response rates, the data are weighted by the contribution of each respondent’s nation to global GDP.

Alex Singla and Alexander Sukharevsky  are global coleaders of QuantumBlack, AI by McKinsey, and senior partners in McKinsey’s Chicago and London offices, respectively; Lareina Yee  is a senior partner in the Bay Area office, where Michael Chui , a McKinsey Global Institute partner, is a partner; and Bryce Hall  is an associate partner in the Washington, DC, office.

They wish to thank Kaitlin Noe, Larry Kanter, Mallika Jhamb, and Shinjini Srivastava for their contributions to this work.

This article was edited by Heather Hanselman, a senior editor in McKinsey’s Atlanta office.

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• Quarterly reports

Quarter One Cyber Security Insights 2024

CERT NZ’s Quarter One (Q1) Cyber Security Insights report provides an overview of cyber security incidents impacting New Zealanders from 1 January to 31 March 2024

This quarter, CERT NZ responded to 1,530 incident reports about individuals and businesses from all over Aotearoa. This report shares information about these incidents as well as highlights examples of work CERT NZ is doing to help. There are two parts to the report:

A Highlights Report focusing on selected cyber security incidents and issues.

A Data Landscape Report providing a standardised set of results and graphs for the quarter.

• Quarterly Report: Highlights Q1 2024 [PDF, 1.4 MB]
• Quarterly Report: Data Landscape Q1 2024 [PDF, 1.1 MB]

$6.6 million in direct financial loss was reported in Q1, up 84% from Q4 2024. 19% of incidents reported financial loss.

1,530 incidents were responded to by CERT NZ in Q1 2024, down 20% from Q4 2023.

The biggest drop in number of reports was in the Phishing and Credential Harvesting category which saw a 40% decrease on Q4 2023. 

Scams while buying or selling goods online went up by 15% from 214 in the previous quarter to 247 in Q1 2024.

A total of 1,530 incidents were responded to in Q1 2024.

Phishing and Credential Harvesting remains the most reported incident category in Q1 2023 despite a 36% drop in the number of reports.

Focus Area: Battling Breaches

Data breaches are a significant concern for organisations of all sizes and their clients and customers.

A data breach occurs when an unauthorised person gets access to information they shouldn’t have. This can include anything from names and email addresses to credit card details, passwords, and intellectual property.

How it happens

Data breaches can happen because of an intentional attack or unintended error.

• Cybercriminals can exploit vulnerabilities in systems or networks to access your data.
• Someone in your organisation may be targeted in a phishing attack and tricked into revealing important information, such as their login details.
• Insider threats can be a source of a data breach. Anyone with authorised access could misuse their privilege or intentionally leak information.
• Data can also be leaked through human error, such as in an email to the wrong person, or through misplaced or stolen devices containing sensitive information.

Effects of a breach

A data breach can affect your organisation in many ways.

• Financial: your organisation could incur costs such as legal fees, penalties and the cost of remediation.
• Reputational: a data breach can erode customer trust and affect brand credibility.
• Legal: if you are a business owner, you are obligated by the Privacy Act 2020 to protect peoples' personal data and to report breaches promptly. 
• Personal: stolen personal data can lead to identity theft, financial fraud, and other malicious acts.
• More phishing: people whose information has been leaked may become the target of more phishing attacks .

Drum up your defences

Good security practice is your best defence against potential attacks. Add layers of protection around the data you store to protect it from those who try their best to get their hands on it.

• Only collect essential data from your customers. The more you collect, the more valuable it is to an attacker and the bigger the impact if it's made public. 
• in transit – for example, collecting data from your customers through a web form, and
• at rest – when it’s stored in a database. 
• Make sure that two-factor authentication (2FA) is required to access any data you keep, to add an extra layer of security.
•  Make sure your software applications and systems are up to date by installing the latest updates from the vendor.
• Train employees on best practices, including recognising phishing attempts and handling data securely.
• Limit access to sensitive information by making sure your employees only have access to what they need to do their job.
• Regularly back up data to secure locations. While this won't help prevent attacks, it can minimize the impact of data loss.

Case Study: James and the Giant Breach

James* is the IT manager of a shoe and clothing store chain called Centipod*, which has 40 employees across eight stores in New Zealand. He is alerted to a post on an online forum threatening to sell his company data, with the attacker claiming that 10,000 records are available. James realises that someone has gained unauthorised access to the database of the store’s customers.

His next actions will be crucial in deciding how the company meets this challenge. James has had previous experience of a data breach and he takes the following steps.

Containment

James identifies which system has been affected and isolates it by taking it offline. He changes the password on the administrator account and instructs all employees to do the same on theirs to prevent further unauthorised access.

He assesses the extent of the breach and determines that information of around 10,000 customers has been compromised, validating the hacker’s claim. The attacker couldn't get credit card details, but they may have obtained customers’ email addresses, phone numbers and past invoices.

Notification

James notifies the office of the Privacy Commissioner within 72 hours, as stipulated in the Commissioner’s Privacy Breach Guidelines. He also reports the incident to CERT NZ, which advises him on next steps and how to inform his employees and customers of the breach.

Investigation

James starts to investigate how this breach happened. He discovers that a phishing email had been sent to a shared inbox claiming to come from their accounting firm. An employee had clicked on the link which took them to a page that collected their login credentials. James decides to schedule a security training workshop for all employees.

Communication

Over the next few days, Centipod employees respond to queries from customers and stakeholders, telling them how they have been affected and what they can do. Centipod also co-ordinates with CERT NZ to put up messages across its social media platforms and prepares an incident response plan to be more prepared for future incidents.

*This case study uses fictitious names to illustrate typical incidents of data breach reported to us.

Insight: A report on reports

Nearly all of CERT NZ's information comes from the general public – people like you.

When businesses and individuals report online incidents to us, we know what scam and malware campaigns are affecting New Zealand. In this way, every report not only helps you, but all Kiwi.

You can report any cyber incident confidentially. If you're locked out of your accounts, suspect you have been targeted in a scam, or if your organisation suffers a data breach, you can report it to us using the reporting tool on CERT NZ’s website. 

Handling reports

CERT NZ works with partner agencies, like the New Zealand Police, the Department of Internal Affairs, banks and telecommunication companies. If you need more help, and consent to it, we can forward your report to these agencies.

You don’t have to experience an incident online to talk to us. If you think you or someone you know is being targeted in a scam, CERT NZ can provide technical advice.

What’s happening behind the scenes?

Almost half of the reports we receive are about phishing. Domains and URLs that are verified as phishing links get listed on CERT NZ’s Phishing Disruption Service (PDS). Organisations such as cyber security service providers who are subscribed to the PDS can block access to these domains so no one in the organisation they serve can get to the sites.  

CERT NZ also sends takedown requests to service providers that host these domains. Often, these providers are based overseas. If they comply with our request, the website gets taken down and can’t be used to scam other New Zealanders.  

But we cannot stop online attackers from creating a new domain or website and starting over again. We are alerted to these new domains when you report to us and the cycle repeats.

Insight: A case for passkeys

You might have heard some of the most popular phone apps are switching to or enabling passkeys to make logging in easier and more secure.

Passkeys are a way of logging in without passwords. They use something you have (like a USB key or your phone), or recognise who you are with your face scan, voice or fingerprint, to let you into your account. You may already have apps on your phone, such as your digital wallet, that use this form of authentication.

What happened to passwords? 

Passwords are the most popular tool for authentication. But scammers are always trying to get their hands on them, and their jobs are made easier when people don't have strong passwords or use the same password for multiple accounts.

That’s where passkeys have an advantage. Passkeys are device-specific, and your data is not saved on a website server. So even if the website suffers a data breach, scammers can’t steal your credentials.

Are passwords history?

Not quite. Passwords are handy and if done right, they can be a strong line of defence. If you use long and unique passwords, attackers can’t brute force their way into your account. CERT NZ strongly advises enabling two-factor or multi-factor authentication on your most important accounts, such as banking, email and social media, to make them more secure.

Most sites and apps that let you use a passkey also require you to have a backup password that helps you recover your account. Not all devices can perform face or fingerprint scans, or take external keys, so passwords remain the most common method of verifying user identity. CERT NZ has a guide on creating good passwords and protecting your online accounts.

• Using passkeys can make logging in faster.
• You don’t have to create, or remember, complex passwords.
• Passkeys are phishing-resistant – scammers cannot remotely log in to your account with a password because there is none.

The downside

• If you lost access to all your devices at once, it can be difficult to enter your own account.
• Biometric logins don’t always work and may need you to use your password. For example, when trying to use a finger scan with greasy or wet fingers, or a face scan in the dark.
• Devices that read fingerprints or can recognise face scans can be more expensive. If you use an external key or a second device for authentication, that is an additional cost as well.

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• Int J Ther Massage Bodywork
• v.9(3); 2016 Sep

Not Birds of a Feather: Case Reports, Case Studies, and Single-Subject Research

If the practice of therapeutic massage and bodywork (TMB) is to become evidence-informed, practitioners, educators, and presenters must better develop their research literacy and critical appraisal skills. Given that the IJTMB supports the publication of case reports as one fundamental form of knowledge development within the fields of TMB, it is imperative that researchers, educators, and practitioners know the difference between case reports and similar, but unrelated, forms of research. There are legal and ethical implications that must be carefully considered for each form of research or reporting.

At the International Massage Therapy Research Conference in Seattle, USA, in May this year (2016), it was exciting to learn about the variety of new research efforts, and engage attendees about issues of future directions in therapeutic massage and bodywork (TMB) research and research capacity. Yet, it is difficult to discuss complex issues in research when within the professional therapeutic massage community, generally, the basics of research are still not understood. If the practice of TMB is to become evidence-informed, practitioners, educators, and presenters must better develop their research literacy and critical appraisal skills. There is also a duty of the professional organizations and educational programs to start integrating research literacy and research translation skills into the framework of all they do—clinically and within the professional support framework—not just as an isolated course or occasional reference. This was sadly something I learned remains an on-going professional issue.

The IJTMB supports the publication of case reports as one of the fundamental units of developing the knowledge base within the fields of TMB. Without reported exemplars and interesting cases shared and confirmed among colleagues, it is difficult to develop and confirm the hypotheses needed to drive research and changes in practice.

However, even for something as fundamental as case reports, I have a clarion call: Learn your research basics! At the Seattle conference, I presented an introductory lecture on single-subject research designs, a family of not-very-well-known research methods that have great clinical research potential for TMB. The designs are so little known that I found there is a dangerous crossover occurring between case reports and single-subject experimental research. Because that crossover can lead to unethical or inappropriate research, the following is a brief review of the different reporting forms that could be conflated, yet should be clearly distinguished.

Case reports are a classic reporting mechanism employed when a practitioner realizes they have an interesting or unusual case in their care, or they realize that the care chosen might provide insight into work with similar patients. Perhaps the case has become an exemplar of successful, or unsuccessful, care. Case reports are based on one fundamental issue: standard clinical care, reflecting a practitioner or student’s normal clinical practice. Presumably this would incorporate treatment planning, on-going evaluation of treatment, treatment variation according to the needs of the patient, and proper clinical notes. Historically case reports have also been called “case study reports” or “case studies”, but now they should only be referred to as case reports to prevent confusion with case studies research, described below.

Case series are used when documenting the similarities and differences between several case reports from your clinical care. These require a practitioner, as part of standard clinical care, to see a number of cases that have similar (the same) condition or basis for treatment. Like case reports, these also require informed consent from the clients for any use outside of clinical care.

Case studies are a specific qualitative research design involving a specific research question, protocol, qualitative analysis plan, and research ethics committee (RECs) review † . Formally, a case study is a focused exploration of the “case’s” situation, which will be comprised of an individual, a group of individuals, or other defined sampling frame (e.g., an office, a position, or an institution). It may entail interviews with case members, note-taking of observations of the environment, interactions within the case and of the case with the external environment, examinations of records/documents about the case and by the case, and so on. The purpose is to develop a complete description of the “case” in the context of the research question. Thus, while a case study of a single person’s health care treatment may superficially seem similar to a case report, the framework, process, and results are very different.

Single-subject research designs (SSRDs) comprise a family of research designs that are experimental in nature and undertaken using carefully developed protocols, a treatment plan involving specific manipulation or variation of the independent variable(s), and consistent, on-going measurement of the outcome(s) of interest. The study unit is the individual, who serves as his or her own treatment control as well as test subject, and the evaluative frame is multiple measurements across time. These are experiments on humans, and unless this full development is normal clinical practice for you or you can prove that you are doing an SSRD to address a specific clinical problem (i.e., for clinical care only, not for documenting results), these require REC review. Additionally, in some jurisdictions, SSRDs will always require REC review, even for clinical care, because of the experimental nature ‡ .

While I applaud schools for integrating case report assignments into the curriculum—their use will concretize research skills, emphasize the use of the literature base for foundational knowledge about a situation, encourage the objective assessment of results from clinical treatment, and help develop effective writing skills for describing therapeutic choices and treatment—there can be legal and ethical implications if the assignments are not integrated properly or end up being SSRDs. How many of us use (or teach) assessment tools, like the Brief Pain Inventory or Insomnia Severity Index, to evaluate patients as a routine part of practice? From a broader perspective, if the TMB professions want to become established as evidence-informed practices, then the correct use of evidence-informed knowledge and approaches must be incorporated throughout our training and communication, undergraduate and professional alike.

The Seattle IMTRC conference sessions and interchanges encourage me by showing that we are off to a good start and growing our evidence knowledge well. So we need to establish our research foundations and language accurately, now, before inappropriate or misleading knowledge and terminology become the norm, and careless misuse undermines the respect we are beginning to earn.

† Because they are simply reports of standard clinical care, case reports and case series do not require research ethics committee review. Case studies and single-subject research are considered research on humans, requiring ethical oversight, as well as informed consent. For more on ethics considerations, see the IJTMB June 2016 editorial.

‡ For more on the ethical considerations of SSRDs, please see Punja S, Vohra S, Eslick I, Duan N. Chapter 2. An ethical framework for N-of-1 trials: clinical care, quality improvement, or human subjects research? In: Kravitz RL, Duan N, eds. Design and Implementation of N-of-1 Trials: A User’s Guide. AHRQ Publication No. 13(14)-EHC122-EF. Rockville, USA. 2014. p.13–22. www.effectivehealthcare.ahrq.gov/N-1-Trials.cfm