what is case study training method

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5 Benefits of Learning Through the Case Study Method

• 28 Nov 2023

While several factors make HBS Online unique —including a global Community and real-world outcomes —active learning through the case study method rises to the top.

In a 2023 City Square Associates survey, 74 percent of HBS Online learners who also took a course from another provider said HBS Online’s case method and real-world examples were better by comparison.

Here’s a primer on the case method, five benefits you could gain, and how to experience it for yourself.

Access your free e-book today.

What Is the Harvard Business School Case Study Method?

The case study method , or case method , is a learning technique in which you’re presented with a real-world business challenge and asked how you’d solve it. After working through it yourself and with peers, you’re told how the scenario played out.

HBS pioneered the case method in 1922. Shortly before, in 1921, the first case was written.

“How do you go into an ambiguous situation and get to the bottom of it?” says HBS Professor Jan Rivkin, former senior associate dean and chair of HBS's master of business administration (MBA) program, in a video about the case method . “That skill—the skill of figuring out a course of inquiry to choose a course of action—that skill is as relevant today as it was in 1921.”

Originally developed for the in-person MBA classroom, HBS Online adapted the case method into an engaging, interactive online learning experience in 2014.

In HBS Online courses , you learn about each case from the business professional who experienced it. After reviewing their videos, you’re prompted to take their perspective and explain how you’d handle their situation.

You then get to read peers’ responses, “star” them, and comment to further the discussion. Afterward, you learn how the professional handled it and their key takeaways.

HBS Online’s adaptation of the case method incorporates the famed HBS “cold call,” in which you’re called on at random to make a decision without time to prepare.

“Learning came to life!” said Sheneka Balogun , chief administration officer and chief of staff at LeMoyne-Owen College, of her experience taking the Credential of Readiness (CORe) program . “The videos from the professors, the interactive cold calls where you were randomly selected to participate, and the case studies that enhanced and often captured the essence of objectives and learning goals were all embedded in each module. This made learning fun, engaging, and student-friendly.”

If you’re considering taking a course that leverages the case study method, here are five benefits you could experience.

5 Benefits of Learning Through Case Studies

1. take new perspectives.

The case method prompts you to consider a scenario from another person’s perspective. To work through the situation and come up with a solution, you must consider their circumstances, limitations, risk tolerance, stakeholders, resources, and potential consequences to assess how to respond.

Taking on new perspectives not only can help you navigate your own challenges but also others’. Putting yourself in someone else’s situation to understand their motivations and needs can go a long way when collaborating with stakeholders.

2. Hone Your Decision-Making Skills

Another skill you can build is the ability to make decisions effectively . The case study method forces you to use limited information to decide how to handle a problem—just like in the real world.

Throughout your career, you’ll need to make difficult decisions with incomplete or imperfect information—and sometimes, you won’t feel qualified to do so. Learning through the case method allows you to practice this skill in a low-stakes environment. When facing a real challenge, you’ll be better prepared to think quickly, collaborate with others, and present and defend your solution.

3. Become More Open-Minded

As you collaborate with peers on responses, it becomes clear that not everyone solves problems the same way. Exposing yourself to various approaches and perspectives can help you become a more open-minded professional.

When you’re part of a diverse group of learners from around the world, your experiences, cultures, and backgrounds contribute to a range of opinions on each case.

On the HBS Online course platform, you’re prompted to view and comment on others’ responses, and discussion is encouraged. This practice of considering others’ perspectives can make you more receptive in your career.

“You’d be surprised at how much you can learn from your peers,” said Ratnaditya Jonnalagadda , a software engineer who took CORe.

In addition to interacting with peers in the course platform, Jonnalagadda was part of the HBS Online Community , where he networked with other professionals and continued discussions sparked by course content.

“You get to understand your peers better, and students share examples of businesses implementing a concept from a module you just learned,” Jonnalagadda said. “It’s a very good way to cement the concepts in one's mind.”

4. Enhance Your Curiosity

One byproduct of taking on different perspectives is that it enables you to picture yourself in various roles, industries, and business functions.

“Each case offers an opportunity for students to see what resonates with them, what excites them, what bores them, which role they could imagine inhabiting in their careers,” says former HBS Dean Nitin Nohria in the Harvard Business Review . “Cases stimulate curiosity about the range of opportunities in the world and the many ways that students can make a difference as leaders.”

Through the case method, you can “try on” roles you may not have considered and feel more prepared to change or advance your career .

5. Build Your Self-Confidence

Finally, learning through the case study method can build your confidence. Each time you assume a business leader’s perspective, aim to solve a new challenge, and express and defend your opinions and decisions to peers, you prepare to do the same in your career.

According to a 2022 City Square Associates survey , 84 percent of HBS Online learners report feeling more confident making business decisions after taking a course.

“Self-confidence is difficult to teach or coach, but the case study method seems to instill it in people,” Nohria says in the Harvard Business Review . “There may well be other ways of learning these meta-skills, such as the repeated experience gained through practice or guidance from a gifted coach. However, under the direction of a masterful teacher, the case method can engage students and help them develop powerful meta-skills like no other form of teaching.”

How to Experience the Case Study Method

If the case method seems like a good fit for your learning style, experience it for yourself by taking an HBS Online course. Offerings span eight subject areas, including:

• Business essentials
• Leadership and management
• Entrepreneurship and innovation
• Digital transformation
• Finance and accounting
• Business in society

No matter which course or credential program you choose, you’ll examine case studies from real business professionals, work through their challenges alongside peers, and gain valuable insights to apply to your career.

Are you interested in discovering how HBS Online can help advance your career? Explore our course catalog and download our free guide —complete with interactive workbook sections—to determine if online learning is right for you and which course to take.

About the Author

What is the Case Study Method?

Simply put, the case method is a discussion of real-life situations that business executives have faced.

On average, you'll attend three to four different classes a day, for a total of about six hours of class time (schedules vary). To prepare, you'll work through problems with your peers.

How the Case Method Creates Value

Often, executives are surprised to discover that the objective of the case study is not to reach consensus, but to understand how different people use the same information to arrive at diverse conclusions. When you begin to understand the context, you can appreciate the reasons why those decisions were made. You can prepare for case discussions in several ways.

Case Discussion Preparation Details

In self-reflection.

The time you spend here is deeply introspective. You're not only working with case materials and assignments, but also taking on the role of the case protagonist—the person who's supposed to make those tough decisions. How would you react in those situations? We put people in a variety of contexts, and they start by addressing that specific problem.

In a small group setting

The discussion group is a critical component of the HBS experience. You're working in close quarters with a group of seven or eight very accomplished peers in diverse functions, industries, and geographies. Because they bring unique experience to play you begin to see that there are many different ways to wrestle with a problem—and that’s very enriching.

In the classroom

The faculty guides you in examining and resolving the issues—but the beauty here is that they don't provide you with the answers. You're interacting in the classroom with other executives—debating the issue, presenting new viewpoints, countering positions, and building on one another's ideas. And that leads to the next stage of learning.

Beyond the classroom

Once you leave the classroom, the learning continues and amplifies as you get to know people in different settings—over meals, at social gatherings, in the fitness center, or as you are walking to class. You begin to distill the takeaways that you want to bring back and apply in your organization to ensure that the decisions you make will create more value for your firm.

How Cases Unfold In the Classroom

Pioneered by HBS faculty, the case method puts you in the role of the chief decision maker as you explore the challenges facing leading companies across the globe. Learning to think fast on your feet with limited information sharpens your analytical skills and empowers you to make critical decisions in real time.

To get the most out of each case, it's important to read and reflect, and then meet with your discussion group to share your insights. You and your peers will explore the underlying issues, compare alternatives, and suggest various ways of resolving the problem.

How to Prepare for Case Discussions

There's more than one way to prepare for a case discussion, but these general guidelines can help you develop a method that works for you.

Preparation Guidelines

Read the professor's assignment or discussion questions.

The assignment and discussion questions help you focus on the key aspects of the case. Ask yourself: What are the most important issues being raised?

Read the first few paragraphs and then skim the case

Each case begins with a text description followed by exhibits. Ask yourself: What is the case generally about, and what information do I need to analyze?

Reread the case, underline text, and make margin notes

Put yourself in the shoes of the case protagonist, and own that person's problems. Ask yourself: What basic problem is this executive trying to resolve?

Note the key problems on a pad of paper and go through the case again

Sort out relevant considerations and do the quantitative or qualitative analysis. Ask yourself: What recommendations should I make based on my case data analysis?

Case Study Best Practices

The key to being an active listener and participant in case discussions—and to getting the most out of the learning experience—is thorough individual preparation.

We've set aside formal time for you to discuss the case with your group. These sessions will help you to become more confident about sharing your views in the classroom discussion.

Participate

Actively express your views and challenge others. Don't be afraid to share related "war stories" that will heighten the relevance and enrich the discussion.

If the content doesn't seem to relate to your business, don't tune out. You can learn a lot about marketing insurance from a case on marketing razor blades!

Actively apply what you're learning to your own specific management situations, both past and future. This will magnify the relevance to your business.

People with diverse backgrounds, experiences, skills, and styles will take away different things. Be sure to note what resonates with you, not your peers.

Being exposed to so many different approaches to a given situation will put you in a better position to enhance your management style.

Frequently Asked Questions

What can i expect on the first day, what happens in class if nobody talks, does everyone take part in "role-playing".

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Case Method Teaching and Learning

What is the case method? How can the case method be used to engage learners? What are some strategies for getting started? This guide helps instructors answer these questions by providing an overview of the case method while highlighting learner-centered and digitally-enhanced approaches to teaching with the case method. The guide also offers tips to instructors as they get started with the case method and additional references and resources.

On this page:

What is case method teaching.

• Case Method at Columbia

Why use the Case Method?

Case method teaching approaches, how do i get started.

• Additional Resources

The CTL is here to help!

For support with implementing a case method approach in your course, email [email protected] to schedule your 1-1 consultation .

Cite this resource: Columbia Center for Teaching and Learning (2019). Case Method Teaching and Learning. Columbia University. Retrieved from [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/case-method/  

Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3 . Cases are real or invented stories 4  that include “an educational message” or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.

Case-based teaching simulates real world situations and asks students to actively grapple with complex problems 5 6 This method of instruction is used across disciplines to promote learning, and is common in law, business, medicine, among other fields. See Table 1 below for a few types of cases and the learning they promote.

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

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Case Method Teaching and Learning at Columbia

The case method is actively used in classrooms across Columbia, at the Morningside campus in the School of International and Public Affairs (SIPA), the School of Business, Arts and Sciences, among others, and at Columbia University Irving Medical campus.

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Read more  

Professor De Pinho on Using the Case Method in the Mailman Core

Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives 8 9 . Faculty have noted the instructional benefits of cases including greater student engagement in their learning 10 , deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives 11 . 

Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”

The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 12 , as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case. 

Though the case method has historical roots as an instructor-centered approach that uses the Socratic dialogue and cold-calling, it is possible to take a more learner-centered approach in which students take on roles and tasks traditionally left to the instructor. 

Cases are often used as “vehicles for classroom discussion” 13 . Students should be encouraged to take ownership of their learning from a case. Discussion-based approaches engage students in thinking and communicating about a case. Instructors can set up a case activity in which students are the ones doing the work of “asking questions, summarizing content, generating hypotheses, proposing theories, or offering critical analyses” 14 . 

The role of the instructor is to share a case or ask students to share or create a case to use in class, set expectations, provide instructions, and assign students roles in the discussion. Student roles in a case discussion can include: 

• discussion “starters” get the conversation started with a question or posing the questions that their peers came up with; 
• facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed; 
• recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and 
• discussion “wrappers” lead a summary of the main points of the discussion. 

Prior to the case discussion, instructors can model case analysis and the types of questions students should ask, co-create discussion guidelines with students, and ask for students to submit discussion questions. During the discussion, the instructor can keep time, intervene as necessary (however the students should be doing the talking), and pause the discussion for a debrief and to ask students to reflect on what and how they learned from the case activity. 

Note: case discussions can be enhanced using technology. Live discussions can occur via video-conferencing (e.g., using Zoom ) or asynchronous discussions can occur using the Discussions tool in CourseWorks (Canvas) .

Table 2 includes a few interactive case method approaches. Regardless of the approach selected, it is important to create a learning environment in which students feel comfortable participating in a case activity and learning from one another. See below for tips on supporting student in how to learn from a case in the “getting started” section and how to create a supportive learning environment in the Guide for Inclusive Teaching at Columbia . 

Table 2. Strategies for Engaging Students in Case-Based Learning

Approaches to case teaching should be informed by course learning objectives, and can be adapted for small, large, hybrid, and online classes. Instructional technology can be used in various ways to deliver, facilitate, and assess the case method. For instance, an online module can be created in CourseWorks (Canvas) to structure the delivery of the case, allow students to work at their own pace, engage all learners, even those reluctant to speak up in class, and assess understanding of a case and student learning. Modules can include text, embedded media (e.g., using Panopto or Mediathread ) curated by the instructor, online discussion, and assessments. Students can be asked to read a case and/or watch a short video, respond to quiz questions and receive immediate feedback, post questions to a discussion, and share resources. 

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

To ensure that students are learning from the case approach, ask them to pause and reflect on what and how they learned from the case. Time to reflect  builds your students’ metacognition, and when these reflections are collected they provides you with insights about the effectiveness of your approach in promoting student learning.

Well designed case-based learning experiences: 1) motivate student involvement, 2) have students doing the work, 3) help students develop knowledge and skills, and 4) have students learning from each other.  

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design. 

Identify learning objectives, determine scope, and anticipate challenges. 

• Why use the case method in your course? How will it promote student learning differently than other approaches? 
• What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice? 
• What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case). 
• What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design? 
• If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit. 

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching. 

• What assessments and criteria will you use to evaluate student work or participation in case discussion? 
• How will you evaluate the effectiveness of the case method? What feedback will you collect from students? 
• How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class? 

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

• Where will the case method fit into the course learning sequence? 
• Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students? 
• What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks). 

Plan for the case discussion and an active role for students

• What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009). 
• What discussion guidelines will you use that include your students’ input? 
• How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case? 
• If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas? 
• Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology? 

Student preparation and expectations

• How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
• What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).

Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. 

Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. 

Garvin, D.A. (2003). Making the Case: Professional Education for the world of practice. Harvard Magazine. September-October 2003, Volume 106, Number 1, 56-107.

Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. 

Golich, V.L.; Boyer, M; Franko, P.; and Lamy, S. (2000). The ABCs of Case Teaching. Pew Case Studies in International Affairs. Institute for the Study of Diplomacy. 

Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. 

Herreid, C.F. (2011). Case Study Teaching. New Directions for Teaching and Learning. No. 128, Winder 2011, 31 – 40. 

Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. 

Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar  

Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. 

Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. 

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002

Schiano, B. and Andersen, E. (2017). Teaching with Cases Online . Harvard Business Publishing. 

Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. 

Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). 

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass.

Additional resources 

Teaching with Cases , Harvard Kennedy School of Government. 

Features “what is a teaching case?” video that defines a teaching case, and provides documents to help students prepare for case learning, Common case teaching challenges and solutions, tips for teaching with cases. 

Promoting excellence and innovation in case method teaching: Teaching by the Case Method , Christensen Center for Teaching & Learning. Harvard Business School. 

National Center for Case Study Teaching in Science . University of Buffalo. 

A collection of peer-reviewed STEM cases to teach scientific concepts and content, promote process skills and critical thinking. The Center welcomes case submissions. Case classification scheme of case types and teaching methods:

• Different types of cases: analysis case, dilemma/decision case, directed case, interrupted case, clicker case, a flipped case, a laboratory case. 
• Different types of teaching methods: problem-based learning, discussion, debate, intimate debate, public hearing, trial, jigsaw, role-play. 

Columbia Resources

Resources available to support your use of case method: The University hosts a number of case collections including: the Case Consortium (a collection of free cases in the fields of journalism, public policy, public health, and other disciplines that include teaching and learning resources; SIPA’s Picker Case Collection (audiovisual case studies on public sector innovation, filmed around the world and involving SIPA student teams in producing the cases); and Columbia Business School CaseWorks , which develops teaching cases and materials for use in Columbia Business School classrooms.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) offers a variety of programs and services for instructors at Columbia. The CTL can provide customized support as you plan to use the case method approach through implementation. Schedule a one-on-one consultation. 

Office of the Provost

The Hybrid Learning Course Redesign grant program from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.

The Start Small! Mini-Grant provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool. Faculty awardees receive funds and CTL support for a one-semester period.

Explore our teaching resources.

• Blended Learning
• Contemplative Pedagogy
• Inclusive Teaching Guide
• FAQ for Teaching Assistants
• Metacognition

CTL resources and technology for you.

• Overview of all CTL Resources and Technology
• The origins of this method can be traced to Harvard University where in 1870 the Law School began using cases to teach students how to think like lawyers using real court decisions. This was followed by the Business School in 1920 (Garvin, 2003). These professional schools recognized that lecture mode of instruction was insufficient to teach critical professional skills, and that active learning would better prepare learners for their professional lives. ↩
• Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. ↩
• Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. ↩
• Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. ↩
• Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. ↩
• Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. ↩
• Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. ↩
• Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846 ↩
• Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. ↩
• Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. ↩
• Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). ↩
• Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002 ↩
• Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass. ↩
• Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar ↩

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Case Method Teaching

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What is the Case Method?

The core pedagogy of Harvard Business School since the early 20th century, the case method boasts a unique ability to make complex concepts accessible and develop students’ leadership skills, all while creating an engaging intellectual atmosphere.

A “case” is a short narrative document – a story – that presents a particular challenge facing an individual or organization. Each case reflects the information available to decision-makers at the time, and builds to a particular decision point, but without revealing what decision was actually made. For each class, students are asked to read the case and to put themselves in the shoes of the actual decision-makers to consider what they themselves would have done given the information available at the time.

To help situate the decision, each case also provides background history on the most relevant issues and events leading up to the decision point. For example, a case that focuses on a decision facing Martin Luther King Jr. during the campaign for black voting rights in 1965 also traces the broader civil rights movement, as well as the history of segregation and black disenfranchisement in the U.S. since the Civil War.

In the classroom, the instructor poses questions to guide student discussion. These carefully designed questions are the key to any successful case-method course. An experienced case-method teacher is often thinking several steps ahead, anticipating what points and questions might be raised and standing ready with follow-up questions to guide the group. Active participation in class is essential to the case method’s success, and the grading metrics reflect its importance. Students quickly learn to speak up, to challenge each other, and to build on each other’s ideas.

Any professor or teacher can teach by the case method. Content expertise beyond the case itself is helpful but not required. To assist both experienced and new case-method teachers, each case has its own teaching plan: a flexible road-map for the instructor that suggests specific questions, strategies for eliciting key insights, and ideas for organizing student responses visually on a blackboard. For some cases, more extensive supporting documents known as “teaching notes” are available to fully brief the instructor on the relevant history and the multiple levels of questions he or she might consider.

“ I’ve never had this experience as a teacher before, and it's explicitly due to the case method — it's a game changer. ”

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• What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

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In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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The Case Study Method in Training and Management Education

The IUP Journal of Soft Skills, Vol. VI, No. 2, pp. 55-64, June 2012

15 Pages Posted: 3 Nov 2012 Last revised: 28 May 2016

Kirti Shivakumar

KLS’ Institute of Management Education and Research

Date Written: November 1, 2012

The case study is a method which provides descriptive situations which stimulate trainees to make decisions. The purpose of the case method is to make trainees apply what they know, develop new ideas to manage a situation or solve a problem. The focus is more on the approach the trainee uses rather than on the solution. As a training tool, the case study method can be used to develop decision-making skills, enhance team spirit, better communication and interpersonal skills and strengthen the analytical skills of trainees. This paper explores the situations when case study method can be used as a training tool and also explains the advantages and limitations of this method. It also describes certain variations in the case method so that the trainer can enhance his effectiveness.

Keywords: case method, case study, management education, training methods

JEL Classification: Z00

Suggested Citation: Suggested Citation

Kirti Shivakumar (Contact Author)

Kls’ institute of management education and research ( email ).

Sy. No. 77 , Vadagaon Road Adarsh Nagar, Hindwadi Belgaum, Karnataka 590011 India

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Simulations Vs. Case Studies: Which Is the Better Training Method?

Online corporate training has become a vital tool for upskilling workforces in today’s fast-paced business environment. So, you are well aware of its growing popularity and its potential to drive organizational success. Now, online education platforms utilize multiple types of training methods — delivered via digital platforms and technologies — like LMS platforms . They offer various learning experiences, including e-learning modules, webinars, virtual classrooms, and interactive assessments. This shift to e learning courses is driven by factors such as cost-effectiveness, scalability, and flexibility.

In fact, the global e-learning market is projected to reach $325 billion by 2025 — highlighting the recognition of online corporate training and development methods as an effective means of fostering employee development.

Table of Contents

Importance of Choosing the Right Types of Training Methods

Selecting the appropriate training and development methods is crucial for maximum effectiveness. Different methodologies have unique characteristics and advantages that cater to specific learning objectives and styles. You can optimize engagement, retention, and skill acquisition by aligning your L&D framework with desired outcomes and workforce needs.

In online corporate training, the debate often centers around simulations and case studies. Both types of training methods offer distinct benefits, and understanding their nuances is essential for informed decision-making.

Join us as we explore simulations and case studies, analyzing their strengths, limitations, and effectiveness as types of training methods. By the end, you will gain insights to determine which approach unlocks your workforce’s full potential and drives organizational success.

Exploring Simulations as a Training Method

Simulations are interactive learning experiences replicating real-world scenarios in a controlled virtual environment. They allow learners to actively engage and make decisions, experiencing the consequences of their actions. Simulating realistic situations provides a safe space for employees to practice and refine their skills without real-world risks.

Advantages of Simulations in Corporate Training

Simulations offer several advantages that make them a highly effective training method in online corporate training.

Immersive Learning Experience

Simulations create a sense of immersion, transporting learners into realistic scenarios that mirror their actual work environments. This immersive experience enhances engagement and increases knowledge retention . Learners can apply theoretical knowledge to practical situations, developing critical thinking and problem-solving skills.

Real-life Scenario Simulation

Simulations enable employees to apply their knowledge and skills in a simulated real-life context. By facing realistic challenges and making decisions based on their expertise, learners gain valuable experience without the potential risks of real-world scenarios. This practical application strengthens their abilities and prepares them for actual workplace challenges.

Active Engagement and Interactivity

Simulations promote active engagement through hands-on participation. Learners actively interact with the simulation, making choices and observing the outcomes. This interactivity enhances the learning experience, fostering a deeper understanding of concepts and improving knowledge retention.

Examples of Successful Simulations in Corporate Training

Numerous organizations have successfully implemented simulations in their online corporate training programs. For instance, in the healthcare industry, medical professionals can use virtual patient simulations to diagnose and treat various conditions.

In fact, a study found that surgeons who trained using simulations had a 29% increase in speed and a 9 times lower likelihood of experiencing a stall during surgery.

In the aviation sector, pilots undergo flight simulations to enhance their skills in different scenarios, such as adverse weather conditions or system failures. These real-world examples demonstrate the effectiveness of simulations in training professionals across various industries.

Exploring Case Studies as Types of Training Methods

Case studies are in-depth examinations of actual or hypothetical scenarios that present complex business challenges. They aim to give learners a deep understanding of the situation and encourage them to analyze, evaluate, and develop solutions based on their knowledge and expertise. Embedding case studies in LMS platforms bridges the gap between theory and practice, allowing learners to apply their skills in a realistic context.

Benefits of Case Studies in Online Corporate Training

Case studies offer several key benefits that make them a powerful training method in online corporate learning.

Practical Application of Knowledge

One of the primary advantages of case studies is their emphasis on practical application. By analyzing and working through realistic scenarios, learners can directly apply their knowledge and skills to solve complex business problems. This practical application enhances their understanding and enables them to effectively transfer their knowledge to real-world situations.

Analysis and Problem-Solving Skills Development

Case studies require learners to critically analyze the presented information, identify critical issues, and devise appropriate strategies or solutions. This analytical approach fosters the development of problem-solving skills, enabling employees to approach challenges with a systematic and strategic mindset.

Through case studies, learners can assess complex situations, evaluate multiple perspectives, and make informed decisions. In fact, 35% of students prefer case studies to master and solve difficult concepts .

Decision-Making and Critical Thinking Enhancement

Case studies stimulate decision-making and critical thinking by presenting learners with real or hypothetical scenarios requiring thoughtful analysis and judgment. Engaging in case studies encourages employees to think critically, consider various factors, weigh potential outcomes, and make sound decisions. This process enhances their decision-making skills and cultivates a mindset of thoughtful and strategic reasoning.

Showcasing Examples of Effective Case Studies in Corporate Training

Numerous organizations have successfully integrated case studies into their online corporate training programs.

For example, a technology company may present a case study on a successful product launch, allowing learners to analyze the marketing strategy, identify key factors contributing to its success, and propose improvements for future endeavors.

Similarly, in the finance sector, case studies can be used to simulate complex financial scenarios, requiring learners to assess risks, evaluate investment opportunities, and devise effective financial strategies.

Comparing the Two Types of Training Methods: Simulations and Case Studies

When it comes to corporate training and development methods, comparing simulations and case studies can help you determine which method is better suited to meet your specific training objectives. And as a knowledgeable professional, you understand the importance of evaluating different approaches to ensure optimal learning outcomes for your workforce.

Identifying Similarities Between Simulations and Case Studies

Although simulations and case studies are distinct types of training methods, they share similarities in their overall purpose and application. Both methods provide learners with practical, real-world scenarios encouraging active engagement and decision-making.

Simulations and case studies foster a deep understanding of complex situations, promoting critical thinking, problem-solving, and analytical skills.

Contrasting Features and Approaches of Simulations and Case Studies

While simulations and case studies have common objectives, they differ in their approach and execution.

Difference 1

• Simulations are immersive, interactive experiences replicating real-life scenarios, allowing learners to participate and make decisions in a controlled virtual environment actively.
• On the other hand, case studies involve in-depth analysis of actual or hypothetical business situations, requiring learners to evaluate information and propose solutions critically.

Difference 2

• Simulations focus on experiential learning, providing a dynamic and engaging environment for skill development.
• On the contrary, case studies emphasize the application of knowledge, encouraging learners to analyze and solve complex business challenges through critical thinking and problem-solving.

Evaluating Their Effectiveness Based on Specific Training Objectives

To determine which method is better suited for your training objectives, evaluating their effectiveness in specific areas is essential.

Skill Acquisition and Application

Simulations excel in skill acquisition and application. By providing a realistic environment for practice, learners can develop hands-on expertise and experience the consequences of their decisions. Simulations allow for immediate feedback and iterative learning, enabling employees to refine their skills and enhance their ability to apply knowledge effectively.

In fact, using simulations can lead to significantly improved learning outcomes (76% higher score) compared with traditional teaching.

On the other hand, case studies emphasize applying existing knowledge to complex situations. Learners can understand how theoretical concepts translate into practical solutions through detailed analysis and reflection. Case studies foster critical thinking and problem-solving skills, enabling employees to approach similar situations in the future confidently.

As per studies, passive learning via group-based case studies results in learners enjoying lectures more and acquiring a higher percentage of knowledge.

Knowledge Retention and Transfer

Simulations are known for their ability to enhance knowledge retention and transfer. By engaging learners in practical scenarios, simulations facilitate a deeper understanding of concepts and their real-world applications. The interactive nature of simulations promotes active learning, resulting in higher retention rates and the ability to transfer learned skills to new contexts.

Case studies also promote knowledge retention and transfer by encouraging learners to analyze and apply theoretical knowledge to real-life scenarios. The detailed examination of cases reinforces key concepts and facilitates the integration of knowledge into practical situations, enabling employees to transfer their learning to their day-to-day work.

Engagement and Motivation

Both simulations and case studies can significantly increase learner engagement and motivation. Simulations provide an immersive, interactive experience that captures learners’ attention and stimulates active participation. The dynamic nature of simulations keeps learners engaged and motivated to explore and learn from the experience.

Similarly, case studies offer a captivating learning experience by presenting complex business challenges and inviting learners to analyze and propose solutions critically. The practical relevance of case studies enhances learner motivation as they see the direct applicability of their efforts to real-world situations.

Addressing Limitations and Challenges of Both Types of Training Methods

As you consider the implementation of simulations and case studies in your LMS platforms, it is crucial to be aware of the potential limitations and challenges associated with each method. By understanding these factors, you can proactively address them to optimize the effectiveness of your training initiatives.

Discussing Potential Drawbacks of Simulations

• Cost and resource-intensive: Developing high-quality simulations can be complex and costly, requiring skilled professionals and specialized software. Additionally, simulations may require significant time and resources for maintenance and updates.
• Technical requirements: Simulations often rely on advanced technology, such as virtual reality (VR) or augmented reality (AR) devices, which may require additional investments and infrastructure. Ensuring access to the necessary hardware and software can be a logistical challenge.
• Complexity and learning curve: Simulations can be intricate and require a learning curve for participants to become familiar with the interface and functionalities. This may result in an initial adjustment period and potential frustration for some learners.

Recognizing Limitations of Case Studies in Certain Contexts

• Time constraints: In-depth case studies may require a significant time commitment, making them less suitable for training programs with limited timeframes. Balancing the depth of analysis with the available time can be a challenge.
• Lack of real-time feedback: Unlike simulations, case studies often lack the immediate feedback and iterative learning opportunities that simulations provide. This may impact the speed of skill acquisition and hinder the ability to correct and adjust decision-making in real time.
• Contextual relevance: Ensuring that the selected case studies align closely with your organization’s industry, challenges, and goals is vital. Irrelevant or outdated case studies may not effectively engage learners or address their specific needs.

Analyzing How to Mitigate Challenges and Enhance Effectiveness

To address these limitations and challenges, consider the following strategies:

• Customization and scalability: Tailor simulations to your organization’s needs, focusing on relevant scenarios and incorporating industry-specific challenges. Consider leveraging scalable simulation LMS platforms that allow for customization and future adaptability.
• Comprehensive pre-training: Prioritize thorough onboarding and training for participants to familiarize them with the simulation interface and functionalities. Provide clear instructions and resources to reduce the learning curve and maximize engagement.
• Diverse case selection: Select a range of case studies that cover various industries, business challenges, and skill sets. This ensures a comprehensive learning experience and allows learners to apply their knowledge to different contexts.
• Facilitated discussions and reflection: Incorporate facilitated discussions and guided reflection sessions alongside case studies. Encourage learners to critically analyze and discuss the presented scenarios, promoting more profound understanding and engagement.
• Continuous improvement and feedback loops: Regularly evaluate the effectiveness of both simulations and case studies through participant feedback , performance assessments , and data analytics . Use these insights to identify areas for improvement and optimize the training experience over time.

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Combining Simulations and Case Studies for Optimal Training

As you strive to achieve optimal training outcomes, it is worth considering the benefits of combining simulations and case studies in a blended training approach . By leveraging the strengths of both types of training methods, you can create a dynamic and comprehensive learning experience that maximizes skill acquisition, knowledge retention, and engagement.

Exploring the Concept of Blended Training Approaches

Blended training approaches integrate numerous training and development methods to create a cohesive and robust training program. These approaches acknowledge that no single approach can address all learning objectives and that combining techniques can offer a more holistic learning experience.

Highlighting the Complementary Nature of Simulations and Case Studies

Simulations and case studies, when combined, offer a powerful synergy that enhances the learning process. Consider the following ways in which these methods complement each other:

• Enhanced real-world application: Simulations provide a controlled environment for learners to apply theoretical knowledge to realistic scenarios, while case studies offer real-world examples that deepen understanding and encourage the practical application of concepts.
• Dynamic engagement: Simulations engage learners through interactive and immersive experiences, fostering active participation and skill development. On the other hand, case studies encourage critical thinking and analysis, challenging learners to apply their knowledge to solve complex business challenges.
• Contextual learning: Simulations can create industry-specific scenarios that closely align with your organization’s context, allowing learners to practice skills and decision-making within a relevant framework. With their diverse examples, case studies expose learners to various industries and contexts, broadening their perspectives and adaptability.

Proposing Strategies for Integrating Both Methods Effectively

To integrate simulations and case studies effectively, consider the following strategies:

• Determine learning objectives: Identify the specific skills, knowledge, and competencies you aim to develop in your training program. Align simulations and case studies with these objectives to ensure a targeted and purposeful learning experience.
• Sequential or parallel integration: Decide whether to implement simulations and case studies sequentially, allowing learners to build upon foundational knowledge or use them concurrently to reinforce learning and provide different perspectives.
• Provide guidance and reflection: Offer clear instructions and guidance to learners throughout the blended training program. Incorporate reflection exercises encouraging learners to analyze their experiences, connect theory with practice, and extract valuable insights.
• Incorporate collaborative elements: Foster collaboration and teamwork by incorporating group discussions, role-playing exercises, or collaborative case study analysis. This encourages knowledge sharing, diverse perspectives, and the development of interpersonal skills.
• Measure effectiveness and adapt: Continuously assess the effectiveness of the blended approach through learner feedback, performance metrics, and evaluation data. Use these insights to refine and adapt the training program to ensure continuous improvement.

By thoughtfully combining simulations and case studies in a blended training approach, you can leverage the complementary nature of these methods to create a robust and comprehensive learning experience. Integrating simulations and case studies enable learners to acquire practical skills, apply knowledge in real-world scenarios, and develop critical thinking abilities, ultimately equipping your workforce with the capabilities needed to excel in today’s dynamic business landscape.

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The Use of Case Studies in Training

As a trainer, I always use practical exercises and case studies in my training sessions, workshops, or masterclasses. Irrespective if it's an onsite or online training I firstly present a case study to the class showing the methods and steps that lead to its successful finalization. Then I split the trainees in two working groups and assign two different case studies for which the respective groups must prepare a solution. Then the solution for each case study will be presented in front of the whole audience by two group leaders. 

The case study is a method of sharing descriptive situations with the goal to stimulate the trainees to think and make decisions to successfully accomplish their job tasks, apply and develop new ideas, manage or improve processes, and solve problems at work. This method takes on a practical approach.

It is instrumental to include studies in training sessions as they are based on real-life situations, can be related to the trainees’ areas of responsibilities, thus enabling them to implement the respective new concepts and best practices learned.

Based on my experience of using case studies, I conclude that:

• As a training tool, case studies develop effective management and decision-making skills, enhance team spirit, better communication, and interpersonal skills, and strengthen the analytical skills of trainees.
• Training sessions that provide tons of theory but no practical case studies only lead to an incomplete know-how transfer from the trainer to the trainees.
• The only way training sessions can be really beneficial to the trainees and their companies is when the respective trained staff is able to apply and implement at their workplaces what they learned in the classrooms.
• Training beneficiaries should always request that applicable case studies be included in the training sessions.
• No training sessions should be conducted without case studies. Training based on case studies is king.?

And, after all, it will give a trainer great satisfaction to see at the end of each session that the learners acquired both theoretical and practical know-how.

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7 Types of Training Methods (and How to Choose)

By Emily Gore

February 9, 2023

Traditional types of training methods are exactly what they say they are—traditional. Instead of engaging learners by being innovative, creative, fresh, lightweight, and sometimes funny, they often feel like a burden and unwelcome obligation.

Old days’ training methods fall short of everything they can do to maximize learners’ attention and information recall . Additionally, and in corporate settings, they ignore the collateral effects of effective training methods. As a result, companies miss a terrific opportunity to make their employees happier and more productive.

It’s not just the training materials—it’s the training method.

Many organizations focus on creating good-looking training materials. However, design is not all about aesthetics—it’s primarily about function. And if an employee training course doesn’t meet its functional goals, it fails—no matter how pretty the materials are. 

Nowadays, the variety of training methods can seem overwhelming. Therefore, we compiled a list of the best types of training methods for employees. We’ll also give you some advice on how to select the method that best suits your employees.

How Important Is It To Choose the Right Training Method?

Choosing the best option from a long list of training methods for employees can seem daunting. But corporate training is essential for employee onboarding and employee retention. Figuring out what works best for your employees doesn’t have to be difficult. 

Onboarding is a perfect moment to deliver training. A new staff member is bursting with excitement about joining your company. They’re like sponges ready to soak up all the information they possibly can—about the company, the business, or their function.

Existing employees are also eager to extend and develop their skills. In any case, for the sake of learning effectiveness, the training method is as important as the content and activities.

On top of the different levels of employees that need training, we have an indisputable truth: everyone learns differently. Some prefer to learn by watching, others by listening or reading and writing, and others by doing. Some learners change their preference depending on certain conditions. The topic might also influence the appropriateness of one method over the other.

Powered by technology, the types of training methods are numerous. And we didn’t discard any of the traditional training methods yet, because they do have their perks. Let’s explore the features of each training method for employees.

Types of Training Methods

Most training methods target more than one learning style, whereas some focus on one particular style. And that’s okay! Because if you offer training using different types of methods, you’ll satisfy the styles of different employees. And unless the topic calls for a particular training method, you might even offer a variety of methods for a single topic. You can also give your staff options to learn in different ways depending on the circumstances. For instance, they might wish to learn by listening on one day and by watching on another.

Below are seven of the best types of employee training methods:

• Case Studies
• Instructor-Led Training
• Interactive Training
• On-the-Job Training
• Video-Based Training

Check out the details and benefits of each type!

1. Case Studies

This type of training is great for developing critical thinking, problem-solving, and analytical skills. The scenarios can be real or imaginary, but in the context of employee training, they all illustrate situations at work.

Learners read the case studies and then analyze and solve them individually or in a group. Some solutions might be better than others, depend on assumptions, and be either optimal or the best possible given the circumstances.

Although case studies allow your staff to learn at their own pace, they’re most useful for less complex topics.

2. Coaching

Mentorship—another name for coaching—should be an impactful and memorable learning experience. At least, that’s the expectation of mentors and mentorees.

When your experienced staff dedicates time and effort to coaching new employees, those new employees will feel valued and supported. Put some emphasis on the time and effort required by mentors, and remember that it pays off.

Although coaching and on-the-job training might seem similar, coaching:

• Focuses on the mentor-mentoree relationship
• Is more inspiring
• Is most likely to make the employee comfortable asking questions

You can also deliver coaching sessions online—making them even more accessible.

3. eLearning

You might know this one by online training. It’s computer-based training that’s delivered from a distance, online. The advantages?

• Learners can go through the content and activities at their own pace.
• There’s no need to hire an instructor.
• It scales beautifully, so the number of simultaneous learners can increase tremendously.

Oftentimes, this type of training:

• Resembles classroom training
• Uses visuals with a voiceover
• Complements lessons with videos and reading materials

As you don’t have an instructor monitoring engagement levels, you must use other means to do it. Quizzes and other types of interactive activities are wonderful for that purpose. They also allow you to appraise the progress of each employee and the effectiveness of the training.

4. Instructor-Led Training

Whether it’s in-person or online, an instructor-led training session is very much based on the dynamics of a classroom.

• Led by an instructor
• With a presentation—just like a lecture

Although an academic-like classroom experience may not seem thrilling to some learners, the method has some significant pros.

• Learners can ask the instructor questions that the materials don’t cover in real-time.
• Instructors can monitor learners’ progress and engagement.
• Learners and instructors can build a relationship with each other.
• Complex topics are sometimes easier to teach in a classroom.

On the other hand, whether they’re online or physical, classrooms—or instructor-led training sessions—have some cons.

• A high number of learners prevents the instructor from interacting one-on-one with all of them.
• Learners can’t learn at their own pace since there are multiple learners in the (in-person or virtual) room.

5. Interactive Training

Anything interactive has the potential to grab our attention. And training is no different! That’s why interactive training is highly engaging and effective. Learners absorb more information, retain it faster, and recall it for longer periods of time.

The success of interactive training comes from being practical rather than theoretical. So, employees learn by applying knowledge in a realistic setting.

Here are three examples of interactive training:

• Game-based training. Using rewards like points increases motivation levels, and this type of training can make learning fun.
• Roleplaying. A facilitator manages the process of acting out different work scenarios with the learners. It’s especially effective for client or customer interaction training as it explores difficult situations in a controlled environment.
• Simulations. These can be appropriate for learning specialized, complex skills, like for medicine or aviation training. Simulations set up real work scenarios for the learners, so augmented or virtual reality can be great simulation tools.

6. On-the-Job Training

Also known as hands-on training, on-the-job training is all about the practical skills that a job requires. Therefore, the employee learns by going through the experience of executing real activities at work.

On-the-job training reduces the time before the employee starts performing their job function. It can take different forms, such as:

• Internships. Interns obtain guidance, support, and training from the company that hired them. And the more prior knowledge they have of what the job entails, the better for their future success.
• Rotations. Job rotations boost employee motivation, satisfaction, cooperation, and commitment to the company. By exposing the employee to different business areas of your company, they develop skills they might not otherwise have and a deeper understanding of and commitment to the company as a whole. This increases retention levels and your employees’ chances of moving up in their own department or in another.
• Shadowing. New hires observe existing employees while they work, ask questions, and sometimes help with tasks. By doing that, new hires understand how they’ll have to do their work before they actually have to do it.

Employee engagement—or interest and involvement—is vital for the success of on-the-job training. Engagement is typically heightened with on-the-job training since it’s individual and the learning activities intimately relate to the employee’s job.

On-the-job training produces results quickly and is also appropriate for teaching and developing leadership skills.

7. Video-Based Training

Speed and efficiency—these are the keywords that propelled video as an employee training vehicle. Additionally, it became popular because it can be way more interesting than traditional training methods. It’s highly engaging and can be entertaining as well!

Animations raise information recall to impressive levels. Live-action videos are great for demonstrations. Webinars and screen recordings of step-by-step procedures can take a simple list and turn it into an entertaining, story-based how-to.

Video-based training is easily accessible and repeatable—the employee can watch the video as many times as they need. Also, it doesn’t require an instructor.

Now that you know each one of the types of training methods for employees, are you ready to choose? Here are some tips on making the right choice for your organization!

How To Choose the Right Employee Training Method

To choose a training method, you should analyze your training needs from two perspectives.

• Coaching is perfect for teaching leadership, emotional intelligence, or change-management skills.
• eLearning is especially useful for teaching company policies.
• Roleplaying works well for teaching how to deal with employees who don’t follow company policies.
• Video-based training is great for teaching new knowledge, such as industry or technological trends.
• Older employees might feel more comfortable with instructor-led training.
• Millennials often prefer training methods compatible with mobile devices, such as games and video.
• Any online training is most effective when employees are remotely located, are senior-level staff with limited availability, or travel a lot.

Training Methods for All Tastes and Needs

Long story short, employee training is continuous, and companies need it to thrive and prosper. Without developing their employees’ skills, companies can’t face the competition.

Choosing the right training method for your employees is integral to effective training. And you might find value from using varied training methods. It all depends on why you’re delivering the training program and to whom.

The suitability of your training methods to your goals and audience is indispensable to the success of your training program. Finding the right training method makes your employees more skilled and aligned with their job and your company.

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Cases are narratives, situations, select data samplings, or statements that present unresolved and provocative issues, situations, or questions (Indiana University Teaching Handbook, 2005). The case method is a participatory, discussion-based way of learning where students gain skills in critical thinking, communication, and group dynamics. It is a type of problem-based learning . Often seen in the professional schools of medicine, law, and business, the case method is now used successfully in disciplines such as engineering, chemistry, education, and journalism. Students can work through a case during class as a whole or in small groups.

In addition to the definition above, the case method of teaching (or learning):

• Is a partnership between students and teacher as well as among students.
• Promotes more effective contextual learning and long-term retention.
• Involves trust that students will find the answers.
• Answers questions not only of “how” but “why.”
• Provides students the opportunity to “walk around the problem” and to see varied perspectives.

(Bruner, 2002, and Christensen, Garvin, and Sweet, 1991)

What is the value of the case method?

Bruner (1991) states that the case method:

• Is effective: It employs active learning, involves self-discovery where the teacher serves as facilitator.
• Builds the capacity for critical thinking: It uses questioning skills as modeled by the teacher and employs discussion and debates.
• Exercises an administrative point of view: Students must develop a framework for making decisions.
• Models a learning environment: It offers an exchange and flow of ideas from one person to another and achieves trust, respect, and risk-taking.
• Models the process of inductive learning-from-experience: It is valuable in promoting life-long learning. It also promotes more effective contextual learning and long-term retention.
• Mimics the real world: Decisions are sometimes based not on absolute values of right and wrong, but on relative values and uncertainty.

What are some ways to use the case method appropriately?

Choose an appropriate case

Cases can be any of the following (Indiana University Teaching Handbook, 2005):

• Finished cases based on facts; these are useful for purposes of analysis.
• Unfinished open-ended cases; where the results are not clear yet, so the student must predict, make suggestions, and conclusions.
• Fictional cases that the teacher writes; the difficulty is in writing these cases so they reflect a real-world situation.
• Original documents, such as the use of news articles, reports, data sets, ethnographies; an interesting case would be to provide two sides of a scenario.

Develop effective questions

Think about ways to start the discussion such as using a hypothetical example or employing the background knowledge of your students.

Get students prepared

To prepare for the next class ask students to think about the following questions:

• What is the problem or decision?
• Who is the key decision-maker?
• Who are the other people involved?
• What caused the problem?
• What are some underlying assumptions or objectives?
• What decision needs to be made?
• Are there alternative responses?

Set ground rules with your students

For effective class discussion suggest the following to your students:

• Carefully listen to the discussion, but do not wait too long to participate.
• Collaboration and respect should always be present.
• Provide value-added comments, suggestions, or questions. Strive to think of the class objective by keeping the discussion going toward constructive inquiry and solutions.

Other suggestions

• Try to refrain from being the “sage on the stage” or a monopolizer. If you are, students are merely absorbing and not engaging with the material in the way that the case method allows.
• Make sure the students have finished presenting their perspective before interjecting. Wait and check their body language before adding or changing the discussion.
• Take note of the progress and the content in the discussion. One way is by using the board or computer to structure the comments. Another way, particularly useful where there is a conflict or multiple alternatives, is the two-column method. In this method, the teacher makes two columns: “For and Against” or “Alternative A and Alternative B.” All arguments/comments are listed in the respective column before discussions or evaluations occur. Don't forget to note supportive evidence.
• In addition to the discussion method, you can also try debates, role-plays, and simulations as ways to uncover the lesson from the case.
• If you decide to grade participation, make sure that your grading system is an accurate and defensible portrayal of the contributions.

In conclusion, cases are a valuable way for learning to occur. It takes a fair amount of preparation by both the teacher and the students, but don't forget these benefits (Bruner, 2002):

• The teacher is learning as well as the students. Because of the interactive nature of this method, the teacher constantly “encounters fresh perspective on old problems or tests classic solutions to new problems.”
• The students are having fun, are motivated and engaged. If done well, the students are working collaboratively to support each other.

Where can I learn more?

• Case Studies, Center for Teaching, Vanderbilt University
• Case-based Teaching, Center for Research on Teaching and Learning, University of Michigan
• Barnes, L. B., Christensen, C. R., & Hansen, A. J. (1994). Teaching and the case method (3rd ed.). Boston: Harvard Business School Press.
• Boehrer, J., & Linsky, M. (1990). Teaching with cases: Learning to question. In M. D. Svinicki (Ed.), New Directions for Teaching and Learning: No. 42, The changing face of college teaching . San Francisco: Jossey-Bass.
• Bruner, R. (2002). Socrates' muse: Reflections on effective case discussion leadership . New York: McGraw-Hill.
• Christensen, C. R., Garvin, D. A., & Sweet, A. (Eds.). (1991). Education for judgment: The artistry of discussion leadership . Boston: Harvard Business School Press.
• Indiana University, Bloomington, Campus Instructional Consulting. (n.d.). Teaching with the case method. In Indiana University Teaching Handbook . Retrieved June 23, 2010, from http://www.teaching.iub.edu/wrapper_big.php?section_id=case
• Mitchell, T., & Rosenstiel, T. (2003). Background and tips for case study teaching . Retrieved June 23, 2010, from http://www.journalism.org/node/1757

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Case Study Method – 18 Advantages and Disadvantages

The case study method uses investigatory research as a way to collect data about specific demographics. This approach can apply to individuals, businesses, groups, or events. Each participant receives an equal amount of participation, offering information for collection that can then find new insights into specific trends, ideas, of hypotheses.

Interviews and research observation are the two standard methods of data collection used when following the case study method.

Researchers initially developed the case study method to develop and support hypotheses in clinical medicine. The benefits found in these efforts led the approach to transition to other industries, allowing for the examination of results through proposed decisions, processes, or outcomes. Its unique approach to information makes it possible for others to glean specific points of wisdom that encourage growth.

Several case study method advantages and disadvantages can appear when researchers take this approach.

List of the Advantages of the Case Study Method

1. It requires an intensive study of a specific unit. Researchers must document verifiable data from direct observations when using the case study method. This work offers information about the input processes that go into the hypothesis under consideration. A casual approach to data-gathering work is not effective if a definitive outcome is desired. Each behavior, choice, or comment is a critical component that can verify or dispute the ideas being considered.

Intensive programs can require a significant amount of work for researchers, but it can also promote an improvement in the data collected. That means a hypothesis can receive immediate verification in some situations.

2. No sampling is required when following the case study method. This research method studies social units in their entire perspective instead of pulling individual data points out to analyze them. That means there is no sampling work required when using the case study method. The hypothesis under consideration receives support because it works to turn opinions into facts, verifying or denying the proposals that outside observers can use in the future.

Although researchers might pay attention to specific incidents or outcomes based on generalized behaviors or ideas, the study itself won’t sample those situations. It takes a look at the “bigger vision” instead.

3. This method offers a continuous analysis of the facts. The case study method will look at the facts continuously for the social group being studied by researchers. That means there aren’t interruptions in the process that could limit the validity of the data being collected through this work. This advantage reduces the need to use assumptions when drawing conclusions from the information, adding validity to the outcome of the study over time. That means the outcome becomes relevant to both sides of the equation as it can prove specific suppositions or invalidate a hypothesis under consideration.

This advantage can lead to inefficiencies because of the amount of data being studied by researchers. It is up to the individuals involved in the process to sort out what is useful and meaningful and what is not.

4. It is a useful approach to take when formulating a hypothesis. Researchers will use the case study method advantages to verify a hypothesis under consideration. It is not unusual for the collected data to lead people toward the formulation of new ideas after completing this work. This process encourages further study because it allows concepts to evolve as people do in social or physical environments. That means a complete data set can be gathered based on the skills of the researcher and the honesty of the individuals involved in the study itself.

Although this approach won’t develop a societal-level evaluation of a hypothesis, it can look at how specific groups will react in various circumstances. That information can lead to a better decision-making process in the future for everyone involved.

5. It provides an increase in knowledge. The case study method provides everyone with analytical power to increase knowledge. This advantage is possible because it uses a variety of methodologies to collect information while evaluating a hypothesis. Researchers prefer to use direct observation and interviews to complete their work, but it can also advantage through the use of questionnaires. Participants might need to fill out a journal or diary about their experiences that can be used to study behaviors or choices.

Some researchers incorporate memory tests and experimental tasks to determine how social groups will interact or respond in specific situations. All of this data then works to verify the possibilities that a hypothesis proposes.

6. The case study method allows for comparisons. The human experience is one that is built on individual observations from group situations. Specific demographics might think, act, or respond in particular ways to stimuli, but each person in that group will also contribute a small part to the whole. You could say that people are sponges that collect data from one another every day to create individual outcomes.

The case study method allows researchers to take the information from each demographic for comparison purposes. This information can then lead to proposals that support a hypothesis or lead to its disruption.

7. Data generalization is possible using the case study method. The case study method provides a foundation for data generalization, allowing researches to illustrate their statistical findings in meaningful ways. It puts the information into a usable format that almost anyone can use if they have the need to evaluate the hypothesis under consideration. This process makes it easier to discover unusual features, unique outcomes, or find conclusions that wouldn’t be available without this method. It does an excellent job of identifying specific concepts that relate to the proposed ideas that researchers were verifying through their work.

Generalization does not apply to a larger population group with the case study method. What researchers can do with this information is to suggest a predictable outcome when similar groups are placed in an equal situation.

8. It offers a comprehensive approach to research. Nothing gets ignored when using the case study method to collect information. Every person, place, or thing involved in the research receives the complete attention of those seeking data. The interactions are equal, which means the data is comprehensive and directly reflective of the group being observed.

This advantage means that there are fewer outliers to worry about when researching an idea, leading to a higher level of accuracy in the conclusions drawn by the researchers.

9. The identification of deviant cases is possible with this method. The case study method of research makes it easier to identify deviant cases that occur in each social group. These incidents are units (people) that behave in ways that go against the hypothesis under consideration. Instead of ignoring them like other options do when collecting data, this approach incorporates the “rogue” behavior to understand why it exists in the first place.

This advantage makes the eventual data and conclusions gathered more reliable because it incorporates the “alternative opinion” that exists. One might say that the case study method places as much emphasis on the yin as it does the yang so that the whole picture becomes available to the outside observer.

10. Questionnaire development is possible with the case study method. Interviews and direct observation are the preferred methods of implementing the case study method because it is cheap and done remotely. The information gathered by researchers can also lead to farming questionnaires that can farm additional data from those being studied. When all of the data resources come together, it is easier to formulate a conclusion that accurately reflects the demographics.

Some people in the case study method may try to manipulate the results for personal reasons, but this advantage makes it possible to identify this information readily. Then researchers can look into the thinking that goes into the dishonest behaviors observed.

List of the Disadvantages of the Case Study Method

1. The case study method offers limited representation. The usefulness of the case study method is limited to a specific group of representatives. Researchers are looking at a specific demographic when using this option. That means it is impossible to create any generalization that applies to the rest of society, an organization, or a larger community with this work. The findings can only apply to other groups caught in similar circumstances with the same experiences.

It is useful to use the case study method when attempting to discover the specific reasons why some people behave in a specific way. If researchers need something more generalized, then a different method must be used.

2. No classification is possible with the case study method. This disadvantage is also due to the sample size in the case study method. No classification is possible because researchers are studying such a small unit, group, or demographic. It can be an inefficient process since the skills of the researcher help to determine the quality of the data being collected to verify the validity of a hypothesis. Some participants may be unwilling to answer or participate, while others might try to guess at the outcome to support it.

Researchers can get trapped in a place where they explore more tangents than the actual hypothesis with this option. Classification can occur within the units being studied, but this data cannot extrapolate to other demographics.

3. The case study method still offers the possibility of errors. Each person has an unconscious bias that influences their behaviors and choices. The case study method can find outliers that oppose a hypothesis fairly easily thanks to its emphasis on finding facts, but it is up to the researchers to determine what information qualifies for this designation. If the results from the case study method are surprising or go against the opinion of participating individuals, then there is still the possibility that the information will not be 100% accurate.

Researchers must have controls in place that dictate how data gathering work occurs. Without this limitation in place, the results of the study cannot be guaranteed because of the presence of bias.

4. It is a subjective method to use for research. Although the purpose of the case study method of research is to gather facts, the foundation of what gets gathered is still based on opinion. It uses the subjective method instead of the objective one when evaluating data, which means there can be another layer of errors in the information to consider.

Imagine that a researcher interprets someone’s response as “angry” when performing direct observation, but the individual was feeling “shame” because of a decision they made. The difference between those two emotions is profound, and it could lead to information disruptions that could be problematic to the eventual work of hypothesis verification.

5. The processes required by the case study method are not useful for everyone. The case study method uses a person’s memories, explanations, and records from photographs and diaries to identify interactions on influences on psychological processes. People are given the chance to describe what happens in the world around them as a way for researchers to gather data. This process can be an advantage in some industries, but it can also be a worthless approach to some groups.

If the social group under study doesn’t have the information, knowledge, or wisdom to provide meaningful data, then the processes are no longer useful. Researchers must weigh the advantages and disadvantages of the case study method before starting their work to determine if the possibility of value exists. If it does not, then a different method may be necessary.

6. It is possible for bias to form in the data. It’s not just an unconscious bias that can form in the data when using the case study method. The narrow study approach can lead to outright discrimination in the data. Researchers can decide to ignore outliers or any other information that doesn’t support their hypothesis when using this method. The subjective nature of this approach makes it difficult to challenge the conclusions that get drawn from this work, and the limited pool of units (people) means that duplication is almost impossible.

That means unethical people can manipulate the results gathered by the case study method to their own advantage without much accountability in the process.

7. This method has no fixed limits to it. This method of research is highly dependent on situational circumstances rather than overarching societal or corporate truths. That means the researcher has no fixed limits of investigation. Even when controls are in place to limit bias or recommend specific activities, the case study method has enough flexibility built into its structures to allow for additional exploration. That means it is possible for this work to continue indefinitely, gathering data that never becomes useful.

Scientists began to track the health of 268 sophomores at Harvard in 1938. The Great Depression was in its final years at that point, so the study hoped to reveal clues that lead to happy and healthy lives. It continues still today, now incorporating the children of the original participants, providing over 80 years of information to sort through for conclusions.

8. The case study method is time-consuming and expensive. The case study method can be affordable in some situations, but the lack of fixed limits and the ability to pursue tangents can make it a costly process in most situations. It takes time to gather the data in the first place, and then researchers must interpret the information received so that they can use it for hypothesis evaluation. There are other methods of data collection that can be less expensive and provide results faster.

That doesn’t mean the case study method is useless. The individualization of results can help the decision-making process advance in a variety of industries successfully. It just takes more time to reach the appropriate conclusion, and that might be a resource that isn’t available.

The advantages and disadvantages of the case study method suggest that the helpfulness of this research option depends on the specific hypothesis under consideration. When researchers have the correct skills and mindset to gather data accurately, then it can lead to supportive data that can verify ideas with tremendous accuracy.

This research method can also be used unethically to produce specific results that can be difficult to challenge.

When bias enters into the structure of the case study method, the processes become inefficient, inaccurate, and harmful to the hypothesis. That’s why great care must be taken when designing a study with this approach. It might be a labor-intensive way to develop conclusions, but the outcomes are often worth the investments needed.

Home » Pros and Cons » 12 Case Study Method Advantages and Disadvantages

12 Case Study Method Advantages and Disadvantages

A case study is an investigation into an individual circumstance. The investigation may be of a single person, business, event, or group. The investigation involves collecting in-depth data about the individual entity through the use of several collection methods. Interviews and observation are two of the most common forms of data collection used.

The case study method was originally developed in the field of clinical medicine. It has expanded since to other industries to examine key results, either positive or negative, that were received through a specific set of decisions. This allows for the topic to be researched with great detail, allowing others to glean knowledge from the information presented.

Here are the advantages and disadvantages of using the case study method.

List of the Advantages of the Case Study Method

1. it turns client observations into useable data..

Case studies offer verifiable data from direct observations of the individual entity involved. These observations provide information about input processes. It can show the path taken which led to specific results being generated. Those observations make it possible for others, in similar circumstances, to potentially replicate the results discovered by the case study method.

2. It turns opinion into fact.

Case studies provide facts to study because you’re looking at data which was generated in real-time. It is a way for researchers to turn their opinions into information that can be verified as fact because there is a proven path of positive or negative development. Singling out a specific incident also provides in-depth details about the path of development, which gives it extra credibility to the outside observer.

3. It is relevant to all parties involved.

Case studies that are chosen well will be relevant to everyone who is participating in the process. Because there is such a high level of relevance involved, researchers are able to stay actively engaged in the data collection process. Participants are able to further their knowledge growth because there is interest in the outcome of the case study. Most importantly, the case study method essentially forces people to make a decision about the question being studied, then defend their position through the use of facts.

4. It uses a number of different research methodologies.

The case study method involves more than just interviews and direct observation. Case histories from a records database can be used with this method. Questionnaires can be distributed to participants in the entity being studies. Individuals who have kept diaries and journals about the entity being studied can be included. Even certain experimental tasks, such as a memory test, can be part of this research process.

5. It can be done remotely.

Researchers do not need to be present at a specific location or facility to utilize the case study method. Research can be obtained over the phone, through email, and other forms of remote communication. Even interviews can be conducted over the phone. That means this method is good for formative research that is exploratory in nature, even if it must be completed from a remote location.

6. It is inexpensive.

Compared to other methods of research, the case study method is rather inexpensive. The costs associated with this method involve accessing data, which can often be done for free. Even when there are in-person interviews or other on-site duties involved, the costs of reviewing the data are minimal.

7. It is very accessible to readers.

The case study method puts data into a usable format for those who read the data and note its outcome. Although there may be perspectives of the researcher included in the outcome, the goal of this method is to help the reader be able to identify specific concepts to which they also relate. That allows them to discover unusual features within the data, examine outliers that may be present, or draw conclusions from their own experiences.

List of the Disadvantages of the Case Study Method

1. it can have influence factors within the data..

Every person has their own unconscious bias. Although the case study method is designed to limit the influence of this bias by collecting fact-based data, it is the collector of the data who gets to define what is a “fact” and what is not. That means the real-time data being collected may be based on the results the researcher wants to see from the entity instead. By controlling how facts are collected, a research can control the results this method generates.

2. It takes longer to analyze the data.

The information collection process through the case study method takes much longer to collect than other research options. That is because there is an enormous amount of data which must be sifted through. It’s not just the researchers who can influence the outcome in this type of research method. Participants can also influence outcomes by given inaccurate or incomplete answers to questions they are asked. Researchers must verify the information presented to ensure its accuracy, and that takes time to complete.

3. It can be an inefficient process.

Case study methods require the participation of the individuals or entities involved for it to be a successful process. That means the skills of the researcher will help to determine the quality of information that is being received. Some participants may be quiet, unwilling to answer even basic questions about what is being studied. Others may be overly talkative, exploring tangents which have nothing to do with the case study at all. If researchers are unsure of how to manage this process, then incomplete data is often collected.

4. It requires a small sample size to be effective.

The case study method requires a small sample size for it to yield an effective amount of data to be analyzed. If there are different demographics involved with the entity, or there are different needs which must be examined, then the case study method becomes very inefficient.

5. It is a labor-intensive method of data collection.

The case study method requires researchers to have a high level of language skills to be successful with data collection. Researchers must be personally involved in every aspect of collecting the data as well. From reviewing files or entries personally to conducting personal interviews, the concepts and themes of this process are heavily reliant on the amount of work each researcher is willing to put into things.

These case study method advantages and disadvantages offer a look at the effectiveness of this research option. With the right skill set, it can be used as an effective tool to gather rich, detailed information about specific entities. Without the right skill set, the case study method becomes inefficient and inaccurate.

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Watch CBS News

Details emerge after doctor raped and murdered in India as thousands protest

August 15, 2024 / 6:32 AM EDT / CBS/AFP

Thousands took to the streets of Kolkata early Thursday to condemn the rape and murder of a local doctor , demanding justice for the victim and an end to the chronic issue of violence against women in Indian society.

The discovery of the 31-year-old's brutalized body last week at a state-run hospital has sparked nationwide protests, with Prime Minister Narendra Modi demanding swift punishment for those who commit "monstrous" deeds against women.

Large crowds marched through the streets of Kolkata in West Bengal to condemn the killing, with a candlelight rally at midnight coinciding with the start of India's independence day celebrations on Thursday.

The protesters in Kolkata, who marched under the slogan "reclaim the night", called for a wider tackling of violence against women and held up handwritten signs demanding action.

"We want justice," read one sign at the rally. "Hang the rapist, save the women," read another.

"The atrocities against women do not stop," midnight marcher Monalisa Guha told Kolkata's The Telegraph newspaper.

"We face harassment almost on a daily basis," another marcher, Sangeeta Halder, told the daily. "But not stepping out because of fear is not the solution."

"Monstrous behavior against women"

Modi, speaking in New Delhi on Thursday morning at independence day celebrations, did not specifically reference the Kolkata murder, but expressed his "pain" at violence against women.

"There is anger for atrocities committed against our mothers and sisters, there is anger in the nation about that," he said.

"Crimes against women should be quickly investigated; monstrous behavior against women should be severely and quickly punished," he added. "That is essential for creating deterrence and confidence in the society."

Doctors are also demanding swift justice and better workplace security in the wake of the killing, with those in government hospitals across several states on Monday halting elective services "indefinitely" in protest.

Protests have since occurred in several other hospitals across the country, including in the capital.

"Doctors nationwide are questioning what is so difficult about enacting a law for our security," Dhruv Chauhan, from the Indian Medical Association's Junior Doctors' Network, told the Press Trust of India news agency. "The strike will continue until all demands are formally met."

The Telegraph on Thursday praised the "spirited public protests" across India.

"Hearteningly, doctors and medical organizations are not the only ones involved," it said in an editorial. "The ranks of the protesters have been swelled by people from all walks of life."

Police accused of mishandling case

Indian media have reported the murdered doctor was found in the teaching hospital's seminar hall, suggesting she had gone there for a brief rest during a long shift.

An autopsy has confirmed sexual assault, and in a petition to the court, the victim's parents have said that they suspected their daughter was gang-raped, according to Indian broadcaster NDTV.  

Though police have detained a man who worked at the hospital helping people navigate busy queues, officers have been accused of mishandling the case.

Kolkata's High Court on Tuesday transferred the case to the elite Central Bureau of Investigation (CBI) to "inspire public confidence."

In the early hours of Thursday, a mob of some 40 people angry at authorities' handling of the case stormed the grounds of the R.G. Kar Medical College and Hospital, the site of the murder.

The men smashed property and hurled stones at police, who fired tear gas in response, authorities said.

West Bengal lawmaker Abhishek Banerjee, from the Trinamool Congress party, condemned the "hooliganism and vandalism," but said "the demands of the protesting doctors are fair and justified."

History of sexual violence in India

Sexual violence against women is a widespread problem in India. An average of nearly 90 rapes a day were reported in India in 2022, according to  data  from the National Crime Records Bureau.

That year, police  arrested 11 people  after the alleged brutal gang rape and torture of a young woman that included her being paraded through the streets of Dehli. Also in 2022, a police officer in India was arrested after being  accused of raping  a 13-year-old girl who went to his station to report she had been gang-raped.

In March 2024, multiple Indian men were arrested after the  gang rape of a Spanish tourist  on a motorbike trip with her husband.

For many, the gruesome nature of the attack has invoked comparisons with the horrific 2012 gang rape and murder  of a young woman on a Delhi bus.

The woman became a symbol of the socially conservative country's failure to tackle sexual violence against women.

Her death sparked huge, and at times violent, demonstrations in Delhi and elsewhere.

Under pressure, the government introduced harsher penalties for rapists, and the death penalty for repeat offenders.

Several new sexual offences were also introduced, including stalking and jail sentences for officials who failed to register rape complaints.

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The Insights and Influence of the Sydney Accord on the Teaching Reform of Vocational Education in China: A Case Study of Professional Curriculum Achievement Evaluation

Scientific curriculum evaluation methods are critical for achieving talent training objectives. The Sydney Accord, one of the three major engineering education certification agreements, focuses on the training of “engineering technologists.” Its logical system and three core principles align well with the connotation development of professional construction in China’s higher vocational colleges, offering significant insights for promoting reform and development in engineering education in Chinese colleges and universities. By incorporating the core principles, elements, and graduate quality defined in the Sydney Accord and focusing on the evaluation of curriculum achievement against “graduation requirements,” the quality of vocational education can be enhanced, making it an important direction for future teaching reforms in vocational education.

10.26689/jcer.v8i8.8006

Submitted : 2024-07-21

Accepted : 2024-08-05, published : 2024-08-20.

Qu Z, 2017, Promoting Higher Engineering Education to a Higher Level. Higher Engineering Education Research, 2017(01): 12–16 + 23.

Zheng Q, Lu C, Tang Z, 2016, The Quality of Graduates of the Sydney Accord and Its Enlightenment to the Training Specifications of Chinese Vocational Engineering Talent. Higher Engineering Education Research, 2016(04): 136–140 + 145.

Luo Y, Wu Y, 2020, Practice of Talent Cultivation in Local Colleges and Universities in the Context of New Engineering Construction. Education and Teaching Forum, 2020(25): 51–53.

Li Z, 2017, Review and Reflection on Ten Years of Professional Certification in Engineering Education in China: What Should We Prevent and Abandon. China University Teaching, 2017(01): 8–14.

Fang Y, 2021, Research on the Evaluation of the Quality of Graduates from Higher Vocational and Technical Colleges under the Sydney Accord, dissertation, Beijing University of Technology.

Liu L, 2023, Analysis of the Effectiveness of the Localization Practice of the Aircraft Maintenance Technology Program Based on the International Model of the Sydney Accord. Vocational Education (Mid-term), 2023(01): 33–36.

Zhang J, Guo R, 2016, Evaluation Reform of Curriculum Achievement under the Background of Engineering Education Certification. Higher Education Forum, 2016(06): 72–74.

Wang Z, Ma Y, Gao Y, 2021, Calculation Method of Target Value for Curriculum Achievement Evaluation: Towards Engineering Education Professional Certification. Education and Teaching Forum, 2021(21): 41–44.

Zhang X, Wang J, 2019, Research on Combination Evaluation Method of Curriculum Achievement in University. Modern Education Management, 2019(11): 7.

Dong J, Li Q, Peng K, et al., 2019, Research on the Evaluation Method of Curriculum Achievement in Engineering Education Professional Certification: A Case Study of “Process Control” Course in the Automation Major of University of Science and Technology Beijing. Higher Science Education, 2019(04): 121–125.

Yang Y, Jiang J, Sun R, 2021, Evaluation Mechanism and Methods of Curriculum Achievement for Engineering Education Professional Certification. China Metallurgical Education, 2021(06): 12–17.

Jiang W, Xia B, Mi H, 2018, Exploration of the Reform of the Employment Guidance Service System in Universities under the Sydney Accord. Journal of Jiangxi Electric Power Vocational and Technical College, 2018(11): 78–79.

Sun W, Liu R, He Y, et al., 2022, Evaluation of Curriculum Achievement Based on Geological Engineering Professional Certification: A Case Study of “Environmental Geology.” Education and Teaching Forum, 2022(14): 20–23.

Lyu J, 2023, Discussion on the Reform of Teaching Mode of “Ecological Restoration Theory and Technology” Course. Science and Education Guide, 2023(18): 108–110.

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Embracing Gen AI at Work

• H. James Wilson
• Paul R. Daugherty

The skills you need to succeed in the era of large language models

Today artificial intelligence can be harnessed by nearly anyone, using commands in everyday language instead of code. Soon it will transform more than 40% of all work activity, according to the authors’ research. In this new era of collaboration between humans and machines, the ability to leverage AI effectively will be critical to your professional success.

This article describes the three kinds of “fusion skills” you need to get the best results from gen AI. Intelligent interrogation involves instructing large language models to perform in ways that generate better outcomes—by, say, breaking processes down into steps or visualizing multiple potential paths to a solution. Judgment integration is about incorporating expert and ethical human discernment to make AI’s output more trustworthy, reliable, and accurate. It entails augmenting a model’s training sources with authoritative knowledge bases when necessary, keeping biases out of prompts, ensuring the privacy of any data used by the models, and scrutinizing suspect output. With reciprocal apprenticing, you tailor gen AI to your company’s specific business context by including rich organizational data and know-how into the commands you give it. As you become better at doing that, you yourself learn how to train the AI to tackle more-sophisticated challenges.

The AI revolution is already here. Learning these three skills will prepare you to thrive in it.

Generative artificial intelligence is expected to radically transform all kinds of jobs over the next few years. No longer the exclusive purview of technologists, AI can now be put to work by nearly anyone, using commands in everyday language instead of code. According to our research, most business functions and more than 40% of all U.S. work activity can be augmented, automated, or reinvented with gen AI. The changes are expected to have the largest impact on the legal, banking, insurance, and capital-market sectors—followed by retail, travel, health, and energy.

• H. James Wilson is the global managing director of technology research and thought leadership at Accenture Research. He is the coauthor, with Paul R. Daugherty, of Human + Machine: Reimagining Work in the Age of AI, New and Expanded Edition (HBR Press, 2024). hjameswilson
• Paul R. Daugherty is Accenture’s chief technology and innovation officer. He is the coauthor, with H. James Wilson, of Human + Machine: Reimagining Work in the Age of AI, New and Expanded Edition (HBR Press, 2024). pauldaugh

Partner Center

• Study protocol
• Open access
• Published: 15 August 2024

Reducing asthma attacks in disadvantaged school children with asthma: study protocol for a type 2 hybrid implementation-effectiveness trial (Better Asthma Control for Kids, BACK)

• Amy G. Huebschmann   ORCID: orcid.org/0000-0002-9329-3142 1 , 2 , 3 ,
• Nicole M. Wagner 1 , 2 ,
• Melanie Gleason 4 , 7 ,
• John T. Brinton 4 ,
• Michaela Brtnikova 2 , 4 ,
• Sarah E. Brewer 2 , 5 ,
• Anowara Begum 2 ,
• Rachel Armstrong 2 ,
• Lisa Ross DeCamp 2 , 4 ,
• Arthur McFarlane 7 ,
• Heather DeKeyser 2 , 4 , 7 ,
• Holly Coleman 8 ,
• Monica J. Federico 4 , 7 ,
• Stanley J. Szefler 4 , 7 &
• Lisa C. Cicutto 6  

Implementation Science volume  19 , Article number:  60 ( 2024 ) Cite this article

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2 Altmetric

Metrics details

Asthma is a leading cause of children’s hospitalizations, emergency department visits, and missed school days. Our school-based asthma intervention has reduced asthma exacerbations for children experiencing health disparities in the Denver Metropolitan Area, due partly to addressing care coordination for asthma and social determinants of health (SDOH), such as access to healthcare and medications. Limited dissemination of school-based asthma programs has occurred in other metropolitan and rural areas of Colorado. We formed and engaged community advisory boards in socioeconomically diverse regions of Colorado to develop two implementation strategy packages for delivering our school-based asthma intervention — now termed “Better Asthma Control for Kids (BACK)" — with tailoring to regional priorities, needs and resources.

In this proposed type 2 hybrid implementation-effectiveness trial, where the primary goal is equitable reach to families to reduce asthma disparities, we will compare two different packages of implementation strategies to deliver BACK across four Colorado regions. The two implementation packages to be compared are: 1) standard set of implementation strategies including Tailor and Adapt to context, Facilitation and Training termed, BACK-Standard (BACK-S); 2) BACK-S plus an enhanced implementation strategy, that incorporates network weaving with community partners and consumer engagement with school families, termed BACK-Enhanced (BACK-E). Our evaluation will be guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework, including its Pragmatic Robust Implementation Sustainability Model (PRISM) determinants of implementation outcomes. Our central hypothesis is that our BACK-E implementation strategy will have significantly greater reach to eligible children/families than BACK-S (primary outcome) and that both BACK-E and BACK-S groups will have significantly reduced asthma exacerbation rates (“attacks”) and improved asthma control as compared to usual care.

We expect both the BACK-S and BACK-E strategy packages will accelerate dissemination of our BACK program across the state – the comparative impact of BACK-S vs. BACK-E on reach and other RE-AIM outcomes may inform strategy selection for scaling BACK and other effective school-based programs to address chronic illness disparities.

Trial registration

Clinicaltrials.gov identifier: NCT06003569, registered on August 22, 2023, https://classic.clinicaltrials.gov/ct2/show/NCT06003569 .

Contribution to the literature:

In prior work, we developed, refined and implemented the Better Asthma Control for Kids (BACK) program in urban Colorado school districts where it decreased asthma exacerbations and has been sustained through support from staff in local school districts and state public health department grants.

In four geopolitically diverse (urban and rural) areas, this project will test the comparative impact of implementing the evidence-based BACK program to reduce asthma disparities with two different packages of implementation strategies.

Data from this trial will inform a “dissemination playbook” to accelerate future dissemination of BACK to communities experiencing pediatric asthma care inequities.

Asthma disproportionately affects children living in historically marginalized and under-resourced communities [ 1 ]. Disparities in asthma outcomes include higher mortality rates, worse asthma control, greater likelihood of emergency visits, and higher rates of school absenteeism [ 2 , 3 , 4 ]. Pediatric asthma disparities are partly driven by unmet Social Determinants of Health (SDOH) needs, such as lack of insurance and transportation that lead to fewer preventive care visits and more emergency visits and hospitalizations [ 1 , 5 , 6 , 7 , 8 , 9 , 10 , 11 ]. In addition to health impacts, poor asthma control causes educational disparities through missed school days, increased fatigue, and difficulty concentrating due to interrupted sleep that negatively impact school performance [ 12 , 13 , 14 , 15 ]. As a result, asthma is one of seven educationally relevant health disparities that school leaders prioritize [ 16 , 17 ].

Over the past 18 years, we have developed an effective school-based asthma program that reduced asthma exacerbations and school absences [ 18 , 19 , 20 , 21 ]. These positive outcomes have been achieved by identifying eligible children with poor asthma control through routine school registration processes, and by a community Asthma Navigator (ANav) providing asthma care coordination and case management (see Table  1 ). Our approach includes coordination across families, schools, health care providers, and community agencies with resources to address unmet SDOH needs – the latter is key to address disparity drivers such as inadequate access to healthcare and difficulty affording medications (Fig.  1 ) [ 20 , 22 , 23 , 24 ]. Care coordination with health care provider teams is critical to ensure that the necessary asthma care plan and medications are available at school for students, and allows school nurses to alert providers to asthma care needs or gaps. These core functions of our school-based Better Asthma Control for Kids (BACK) program have been identified as effective in systematic reviews and other studies of school-based asthma management programs [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 ].

Key roles in our patient-centered BACK program. Our BACK program puts the child and family at the center of everything we do. The role of the ANav is to support the school nurse-led team to deliver the core functions of BACK. This includes the ANav assisting the school nurse-led team with asthma education for the child/family, and asthma case management and care coordination between the child/family, health provider team, and community resources for SDOH. The ANav links families to community resources for SDOH to address financial constraints of asthma care, such as inadequate insurance coverage, lack of affordable transportation, and difficulty affording medications

A challenge for sustained implementation is that BACK requires ongoing public health funding in most of the school districts where it has been implemented; thus, BACK could benefit from additional community-engaged efforts to support sustainability. In addition, relatively little implementation of school-based asthma programs has occurred in rural and smaller urban areas, and current implementation guides cannot differentiate the potential benefit and cost for smaller versus larger school districts [ 36 ]. Thus, the key next steps to scale BACK more broadly are to test the relative impact and cost of alternate implementation strategy packages for delivering BACK, and to develop a more robust implementation guide that allows future adopters to consider the tradeoffs of cost and impact of alternate implementation approaches.

To take these next steps, we leveraged funding from the Disparities Elimination through Coordinated Interventions to Prevent and Control Heart and Lung Disease Risk (DECIPHeR) Award to conduct a 3-year community-engaged planning phase in regions across Colorado where we had not previously implemented BACK [ 37 , 38 ]. Specifically, we completed an Exploration phase [ 38 ] and Preparation phase [ 38 ] guided by the implementation determinants in the Pragmatic Robust Implementation Sustainability Model (PRISM) [ 39 ]; the activities included : 1) regular meetings with multi-sectoral community advisory boards (CABs) representing community, family, health care and school partners, 2) conduct of needs assessments to identify local needs, priorities and resources, and 3) tailoring BACK implementation strategies to local context with input from our CABs. Based on CAB input, we added a key non-profit partner (Trailhead Institute©) to our implementation team to build organizational capacity to connect with local public health and community organizations across the state, as part of our implementation and sustainment efforts.

In this NIH-funded hybrid type 2 implementation-effectiveness trial, we will implement BACK in four diverse regions of Colorado in school districts that have high rates of unmet SDOH needs, based either on free-reduced lunch rates or rural status [ 40 ]. Students with poorly controlled asthma [ 41 ] will be eligible to enroll in the study. We will evaluate the impact of implementing BACK with two different implementation packages: either 1) a standard set of implementation strategies including Tailor and adapt to context, Facilitation and Training, termed BACK-Standard (BACK-S), or 2) BACK-S strategies plus enhanced implementation strategies, incorporating two of the Expert Recommendations for Implementing Change (ERIC) strategies [ 42 ] of “network weaving” and “consumer engagement”, termed BACK-Enhanced (BACK-E).

Study aims and hypotheses

Our primary implementation aim is to compare the reach to students with uncontrolled asthma between BACK-E and BACK-S. We hypothesize that student reach will be significantly greater when delivered using BACK-E as compared to BACK-S. Our secondary aim is to determine and compare annual asthma exacerbation rates (i.e., exacerbations/year) in students randomized to either study arm (i.e., effectiveness). We hypothesize that BACK, delivered either as BACK-E or BACK-S, will be more effective than usual care at reducing annual asthma exacerbation rates. Our third aim will identify PRISM contextual factors [ 39 , 43 ] (see Fig.  2 ) that predict student reach and retention, school-level adoption, costs to future adopters (schools), and sustainment for BACK-S or BACK-E. Quantitative predictors of sustainment include the CSAT score at a school-level across UH3 years 2–4, as well as contextual factors of each region. Contextual factors considered for this model will include urban versus rural location and school district size. We will evaluate these factors’ contribution to actual sustainment and to CSAT scores across implementation study arms.

Implementation Research Logic Model. Abbreviations – PRISM (Pragmatic Robust Implementation Sustainability Model), RN (School Nurse), ANav (Asthma Navigator), BACK (Better Asthma Control for Kids), SDOH (Social Determinants of Health), CAB (Community Advisory Board)

In addition, we expect our qualitative and mixed methods analyses will identify how and why implementation strategies used for local uptake and sustainability vary in their impacts due to differences in contextual factors. Lessons learned will be incorporated into a BACK dissemination playbook co-developed with our community partners in a program sustainment phase, so that future communities can choose to implement BACK in a way that addresses local factors critical for success and sustainability.

Implementation science framework

For this hybrid type 2 implementation-effectiveness trial, we are using PRISM to guide our approach and evaluation across our 4 study phases of Exploration, Preparation, Implementation and Sustainment [ 37 , 38 , 39 , 43 , 44 , 45 , 46 ]. PRISM includes both the contextual determinants of successful implementation, as well as guidance on how to assess the Reach, Effectiveness, Adoption, Implementation and Maintenance/Sustainment (RE-AIM) outcomes with attention to health equity and representativeness [ 39 , 43 , 44 , 45 ]. The PRISM contextual determinants are multi-level and include: the characteristics and perspectives on the intervention of inner setting school nurses/staff, implementers of ANavs, as well as children/families, the implementation and sustainability infrastructure, and the external environment [ 39 , 43 , 44 , 45 ].The implementation and sustainability infrastructure for BACK includes local resources available to support initial implementation and sustained delivery of BACK. The external environment includes policies, regulations and incentives that support or hinder implementation and sustainment of BACK. Our Implementation Research Logic Model (see Fig.  2 ) outlines our key PRISM findings from our Exploration and Preparation phases on the left-hand side, the implementation strategy packages (BACK-S vs. BACK-E) that we will test, the core BACK intervention functions, expected mechanisms that were priority process measures identified by our CABs, and our RE-AIM outcomes that we expect to improve with the delivery of BACK. Further details on the BACK intervention and the BACK-S and BACK-E strategy packages are provided below.

Study design

In this hybrid type 2 implementation-effectiveness trial, cluster randomization will occur in a parallel group approach, with a phased-in enrollment to BACK for all study arms [ 40 , 47 ]. Figure  3 provides an overview of the study timeline and arms. In brief, children with uncontrolled asthma will be identified and recruited annually across the control phase and a two-year period of study team-supported implementation of either BACK-E or BACK-S. A comparison of the implementation strategies for BACK-E and BACK-S is provided in Table  2 .

Study design for DECIPHeR Colorado program. In this diagram, there are two groupings of schools, those in GROUP A that had organizational readiness to implement either BACK-S or BACK-E in Year 1 of the funded trial, and those in GROUP B needed an additional year to prepare for implementation. The rows in each group represent the study arms for randomization. The columns are the study years, where the first column is the final year of the UG3-funded planning phase that included baseline data collection for the schools/school nurses in GROUP A, and Years 1–4 are the UH3-funded hybrid implementation-effectiveness trial period. BACK-S indicates the standard Better Asthma Control for Kids (BACK) package of implementation strategies of Tailor and adapt to context, Facilitation and Training, and BACK-E represents the enhanced strategy package of BACK-S strategies plus network weaving and consumer engagement. After 2 years of implementation, schools transition into the Maintenance phase where we will assess if they sustain either BACK-S or BACK-E, designated as MBACK-S or MBACK-E; for Arms 1 and 2 in Group B those are MBACK-S and MBACK-E, respectively

Intervention

The BACK intervention is a multiple level and multi-component intervention involving students and families with asthma, school nurses, community health care providers, and community agencies with resources to address SDOH. BACK is delivered by school nurses and ANavs according to the core intervention functions listed in Table  1 . As in our prior school-based asthma programs, the intervention dose is three ANav visits for each student with asthma at their school and three ANav visits with their parent/guardian in-person, or by videoconference or telephone [ 18 , 19 ]. ANav intervention activities include a standardized assessment to identify asthma education, asthma care and SDOH needs, and the resultant development of an individualized tailored plan of care. All BACK visits include asthma education reinforced with the provision of asthma educational materials; case management and care coordination to support successful asthma management at school and at home. The initial BACK visit includes assessment of SDOH needs related to asthma care (e.g., access to asthma care, transportation, and medications) [ 50 ], and ANavs provide community referrals to support any identified needs.

Implementation strategy packages

Implementation strategies for the UH3 trial were developed collaboratively between the research team and CABs, by considering local PRISM contextual factors, priority outcomes of success and how best to deliver BACK to accomplish these priority outcomes. These strategies are delivered in one of two study arms as the BACK-S package or the BACK-E package. Both packages are delivered by an ANav in partnership with the school nurse-led team. The BACK-S package includes a tailor-and-adapt to context strategy of approaches identified as necessary to implement BACK in schools, including Facilitation and Training (see Table  2 ) [ 51 , 52 , 53 ]. BACK-S plans for implementation were operationalized as an implementation blueprint in the planning phase (2020–2023). Tailoring of this blueprint to the local context will occur through our Facilitation strategy that promotes adaptability of forms while maintaining fidelity to core functions of BACK-S and BACK-E, and an annual program evaluation process that may identify new strategies needed to tailor-and-adapt to context. Our Facilitation approach supports problem-solving through required weekly community of practice meetings for ANavs, optional learning collaborative meetings for school nurses (3 or more times yearly) and an “all hands meeting” annually of ANavs, school nurses and champions from local clinics – see “Researcher Team and implementer roles and responsibilities” for details on Facilitation leaders. The BACK-E package includes the BACK-S package plus an Enhanced Strategy package of consumer engagement with students/family through school-wide communications and network weaving to develop interrelationships to address SDOH (see Table  2 ). Our CABs voted to add these Enhanced strategies based on perceptions that increased school and community involvement were both feasible and likely to increase family willingness to participate.

Research team and implementer roles and responsibilities

The BACK intervention is adopted at schools and by school nurses and their team members and implemented by ANavs and school nurse-led teams (see Fig.  1 ). In addition, community partners play a key role by engaging with and supporting schools and families.

Research team

The multidisciplinary research team consists of asthma specialists, implementation science experts, community-engaged research experts, health equity research experts, clinical trial specialists, school asthma program leaders, qualitative methodology expertise, public health representatives, biostatisticians, program evaluators, data collectors, ANavs, and research staff.

Community partners

Intersectoral CABs in each of our 4 Colorado regions are our primary community partners. CAB members include school nurses, health care providers, family members of a child with asthma, and/or community SDOH agency members. We also have a State Advisory Board with a liaison from each regional CAB and other state-level advisors from the Colorado Department of Public Health and Environment, Colorado Department of Education, and State Network of Colorado Ambulatory Practices and Partners network of primary care providers. Additionally, we partnered with a state-wide, non-profit, agency (Trailhead Institute) that serves as a link between community organizations, schools and local public health agencies across Colorado.

School nurses/team responsibilities

Each school nurse-led team consists of a school nurse and their “health aides” and delegates that support asthma care provision in schools. For the BACK program, the nurse or delegate introduces the ANav to the school community (other team members, teachers, staff, students/families), identify students with asthma, assist with completion and interpretation of the AIF [ 41 ] that identifies asthma control and thus eligibility, and partner with ANavs to obtain the Colorado Asthma Care Plan for Schools and inhalers at school.

ANav role/responsibilities

The ANav is the “glue” of the BACK intervention, and provides asthma education, case management and care coordination across families, school nurses/teams, health care teams and community partners to address families’ unmet social needs related to asthma care.

Training for school nurses and ANavs

ANavs are trained in data collection and data quality standards, asthma education, care coordination and case management, health navigation and mobilization through community engagement. ANavs implementing BACK-E are also trained on how to conduct the elements of the enhanced implementation strategies. School nurses are trained on the provision of quality asthma care in schools (identifying children with asthma, assessing asthma, Colorado Asthma Care Plan, inhaler use), working with ANavs to coordinate quality asthma care provision, and using academic platforms to support asthma care in schools.

Facilitators and trainers

Our program facilitators and trainers include research team investigators with expertise in asthma and asthma in schools (MG, LC), research assistants (RA, AB), and experienced ANavs who have delivered our school-based asthma management program in the Denver area schools for over a decade. See “Implementation Strategy Packages” above for details on the Facilitation meetings.

Study settings, populations, and invested community partners

Given this intervention seeks to improve health disparities, BACK exerts influence across multiple socio-ecological levels. Thus, it is important to assess the impact of the study across those multiple levels of adopting elementary schools and their staff, students with asthma and their families, and ANav implementers. Students with asthma and their families will be assessed for the Reach and Effectiveness outcomes. Elementary schools and their staff will be assessed for the Adoption, Implementation and Maintenance outcomes. Our specific operationalized assessments of each RE-AIM outcome and the PRISM contextual assessments are described below in the “ Methods – Outcomes/Data Collection Procedures” section.

Recruitment

Regional recruitment.

During the 3-year DECIPHeR-funded planning phase (2020–2023), the study team formed regional CABs. Through CAB discussions, eligibility criteria (see Table  3 ) were refined; regional CABs also supported identification of key districts serving under-resourced populations. Initially, five regions were approached for involvement and formed a CAB. Four of the five regions were able to develop school nurse and district support for the program. The Southwest Colorado region was particularly hard-hit by the COVID-19 pandemic in terms of school nurse turnover. Despite quarterly CAB meetings, we were unable to consistently engage with school nurses in that region, resulting in school recruitment for the DECIPHeR-funded UH3 phase trial coming from four of the five regions. We continue to engage the fifth region in our State Advisory Board meetings and follow-up CAB meetings to determine if they can be brought in during our BACK sustainment phase.

UH3 phase trial recruitment occurs across the levels detailed in Table  3 , and outlined here.

School setting and school nurse recruitment

School districts meeting eligibility criteria (see Table  3 ) within our four regions were identified using the Colorado Department of Education school enrollment and characteristics database. Eligible school districts were invited to participate using email and phone. For those potentially interested in participation, a research team member (RA and/or LC) held meetings with school district officials and/or school nurses to provide additional information and discussion (e.g., flyer, e-mail, district-specific school nurse meetings). Regional CABs supported recruitment by advocating with school nurses and district officials.

Participant recruitment (students with asthma)

Recruitment processes for eligible students with asthma (see Table  3 ) were developed from prior processes [ 18 , 19 ] and CAB input to support feasibility and program sustainability. These include: 1) BACK program intervention introduction to the school community via back-to-school nights or school registration attendance (ANav or research team member) and/or newsletters, 2) ANav 1:1 meeting with school nurses early in the school year, 3) Standard school nurse processes to identify children with asthma at registration or by review of their health database, 4) ANav outreach: contacting caregivers of children with asthma by phone call, texting, e-mail and/or postcard mailer to assess for student eligibility of uncontrolled asthma, and 5) ANav offering to meet with caregivers to discuss the BACK program.

Participant enrollment (students with asthma)

ANavs enroll interested and eligible students with uncontrolled asthma and their caregiver after discussing the BACK program and study, answering questions, and attaining informed consent from the caregiver and assent from the child. We propose enrollment of at least 300 students/families over the 4-year trial across the 4 regions. Study consent forms and enrollment processes were approved by the Colorado Multiple Institutional Review Board.

Outcomes/data collection procedures

We will assess RE-AIM outcomes both quantitatively and qualitatively in a mixed-methods approach [ 40 , 47 ]. We first describe our student level outcomes: the primary outcome of Reach (Table  4 ) followed by our Effectiveness outcome (see Table  5 ). Outcomes of adoption (see Table  6 ), implementation (see Table  7 ) and maintenance (i.e., school sustainment, see Table  8 ) include assessments at school setting, school staff and implementer levels. Analyses will compare the reach (primary outcome), student retention, adoption, costs to future adopters, and sustainment of schools between BACK-S vs. BACK-E overall and by region. Qualitative methods will identify contextual factors that predict student reach and retention, school-level adoption, costs to future adopters (schools), and sustainment for BACK-S or BACK-E.

This section provides an overview of data collection methods and procedures, including tracking of outcomes and tasks, surveys and interviews. Further details are provided for each outcome assessment below.

Task tracking will be ongoing and completed by ANavs in both BACK-S and BACK-E arms; tracking of relevant items in the usual care arm are completed by masked data collectors.

Tracked outcomes include reasons for students/families participating (or not), intervention activities, time spent in each visit with the student and family, and implementation-related activities.

Annual surveys will be sent in the second half of each school year to ANavs, school nurses, families, and health care providers. Surveys will be sent by e-mail from a REDCap online database with up to 2 follow-up contacts for completion over a 2-month period.

Survey items are tailored to the target population and outcome assessed and are defined in more detail for each RE-AIM outcome in Tables 5 , 6 , 7 and 8 .

Enrolled caregivers of students with asthma will complete the following assessments:

Baseline assessment that includes:

Identical questions from the AIF asked to confirm eligibility

Health outcomes at the time of program enrollment

Current asthma care, knowledge, self-management and barriers/facilitators to care

Unmet SDOH needs that may influence asthma management

Annual end-of-school year program evaluation survey

Annual assessment of health outcomes completed by a data collector masked to study group, with support of translators for non-English speaking caregivers, if warranted [ 41 ]

Annual interviews will be conducted with all ANavs, and a purposive sample of school nurses, and students/families with higher and lower recommendations to use BACK (i.e., Net Promoter score) [ 55 ].

Interviews will explore topics of acceptability, appropriateness, and perceptions of the program, experiences with program reach, intervention quality, effectiveness, and reasons to continue with the program in the future or not.

Primary outcome: reach (student level)

Reach is defined as the proportion and representativeness of eligible students who enroll in BACK. Reach will be assessed as a dichotomous variable identified as yes for those who consent, and no for those who do not consent during the enrollment period. ANavs will track reported reasons families are willing/not willing to participate. In terms of retention, ANavs will track reasons for participant dropout and will offer a brief interview to examine these reasons further.

Secondary outcome: effectiveness (student level)

Effectiveness is defined as the impact of the BACK program on asthma health in students (see Table  5 ). The health outcome of greatest interest to our BACK community partners (and in our prior studies) is asthma control, operationalized as annual exacerbation rates (primary health/effectiveness outcome). Additionally, we will evaluate a secondary health/effectiveness outcome of school absences due to asthma. We will compare our effectiveness outcomes among students with uncontrolled asthma randomized to either usual care (control) or BACK-S or BACK-E. Additionally, family perception of effectiveness will be obtained from families receiving active BACK intervention through annual survey assessment and further explored with families completing interviews.

Secondary outcome: adoption (setting level)

Adoption is defined as the proportion and representativeness of settings and staff who work in these settings, respectively, that agree to deliver the intervention [ 43 , 45 ]. Adoption measures are described in detail in Table  6 , and these include both quantitative and qualitative data. As noted above in Table  3 , we define our adoption setting at the school level and our staff who adopt BACK at the school nurse level – the nurse role is critical to identify students with asthma, and they partner with ANavs who deliver other BACK intervention functions. Additionally, we will examine Adoption-related factors through annual survey measures and qualitative interviews: feasibility, acceptability and appropriateness. In terms of representativeness, Colorado Department of Education data and school characteristics will be used to identify representativeness at the school setting level — see Table  6 for examples.

Secondary outcome: implementation (school setting staff and ANav level)

Implementation is defined as fidelity to the intervention’s core functions (see Table  1 ) in consistency and quality, structured assessment of any adaptations made according to standard criteria, and the time and costs of the program [ 56 , 57 ]. The implementation measures and data collection procedures are described in Table  7 below. Fidelity completeness and quality will be assessed for intervention core functions and both implementation strategy packages. We will use a mixed methods approach to examine fidelity; family and school nurse input in annual interviews will provide key insights.

To assess Adaptations, BACK Facilitators will complete short debrief summaries following each Facilitation discussion; these will be mined for emergent topics related to intervention and implementation adaptations. Adaptations will be discussed bi-weekly by study team members, and tracked based on standard implementation methods [ 56 , 57 , 58 , 59 ]. Adaptations will be reviewed with the full study team annually (with appropriate masking) to inform tailoring the program to context in the upcoming year while preserving the core functions of the intervention and avoiding adding any BACK-E implementation strategies to the BACK-S package.

To measure program costs, activities will be defined by developing a process map and quantified through ongoing tracking of intervention and implementation activities, attendance, annual surveys, and time estimates, per standard time-based activity costing methods [ 60 ]. We will work with ANavs and school nurses annually to track both BACK program costs and any reimbursements/incentives received by schools for BACK visits, such as Medicaid reimbursements.

Secondary outcome: maintenance (setting level)

Maintenance is defined as the extent to which a program becomes accepted practice within the setting, and this is operationalized as a school continuing the BACK intervention (either BACK-S or BACK-E) after 2 years of active implementation support. Maintenance will be captured using a mixed methods approach as described in Table  8 . For qualitative assessments, a structured focus group guide will be used, and sessions will be audio recorded, transcribed, and analyzed. The research team, school nurses, ANavs, and health care providers will complete the validated clinical sustainability assessment tool annually [ 61 ]. With appropriate masking, CSAT and qualitative results will be discussed by the study team at the dedicated annual program evaluation meeting and explored with CABs to further pursue opportunities to enhance program sustainability. School sustainment of any BACK core functions (see Table  1 ) during the maintenance phase will be tracked annually by a data collector masked to study arm assignment — with attribution of who delivers each BACK function (e.g., ANav, school nurse).

Methods – analysis and power calculation for aims 1 and 2

Our type 2 hybrid trial will address our overarching hypotheses and research questions regarding comparative implementation outcomes to inform future schools’ decisions to adopt or sustain BACK, and the effectiveness of BACK on asthma control across a set of rural and urban schools [ 47 , 62 ]. By phasing in the active BACK implementation packages the study contains a control group for one year. This allows a comparison of both BACK-S and BACK-E to usual asthma care, a comparison of great interest to our CAB members, school communities and investigators.

The phased-in, parallel group randomized trials (GRTs) include both a 3-arm trial and a 2-arm trial. The primary aim of the 3-arm trial is to compare the health outcomes of each arm to control (no BACK). Implementation outcomes cannot be compared in the 3-arm trial, as the primary implementation measure of reach will not be evaluated in the control arm. The primary aim of the 2-arm trial is to compare implementation outcomes and health outcomes between the two arms of BACK-E and BACK-S (Fig.  3 ). We refer to these trials as the ‘3-arm trial’ and the ‘2-arm trial’ throughout the analysis section.

The primary implementation outcome is reach (see Table  5 ). The primary health outcome is number of asthma exacerbations in the previous year (see Table  6 ).

For statistical analysis of Aims 1 and 2, the primary implementation aim and primary health outcome aim of interest can be written as the following null hypotheses for modeling and testing either the 3-arm trial or the 2-arm trial:

In a 3-arm trial, after one year of implementing the programs the null hypotheses for the health outcome of interest are:

no difference between the incidence rates of asthma exacerbation for BACK-S compared to controls.

no difference between the incidence rates of asthma exacerbation for BACK-E compared to controls.

In the 2-arm trial, after one year of implementing the programs, the null hypotheses for the primary implementation outcome of interest and the primary health outcome of interest between implementation arms are:

no difference in the odds of reach between BACK-S compared to BACK-E. (Primary hypothesis of interest)

no difference in the rates of asthma exacerbation between BACK-S compared to BACK-E (Secondary hypothesis; Primary health outcome is rates of asthma exacerbations)

The null hypotheses will be assessed using a generalized linear mixed model [ 63 , 64 ]. The primary implementation outcome is binary and the primary health outcome is a count. Analytic models of the implementation outcomes will be longitudinal mixed models. Analytic models of health outcomes will be constrained longitudinal data analysis models where baseline measures are included in the vector of outcomes. [ 65 ] Models will allow for time varying effects and correlation via nested random coefficient effects, and will include time-varying random effects for students, school, and ANavs in any model for continuous or count outcomes. The regression model will adjust for member level covariates of age, sex and insurance provider.

Power and sample size estimates were calculated using the GRT Sample Size Calculator available at the NIH website [ 66 ]. For both comparisons of interest, we fixed power at 90% and focused on the simple difference in rates. The power analysis also assumed an ICC of 0.05, based on three years of data from our Denver Metropolitan Area program in 6 school districts. Expected rates of asthma (9%), AIF [ 41 ] completion (64%), eligibility (~ 15 children per nurse) and engagement also come from the Denver Metropolitan Area program numbers [ 20 ].

For Aim 1, the 2-arm trial of the primary implementation outcome of reach rate (anticipated lower bound on reach rates of 33%), a power and sample size analysis of a parallel GRT indicates that 30 nurse clusters in each arm with 5 individuals per cluster is powered at 90% to detect differences in the reach rates of at least 20% for a Type 1 error rate of 0.05.

For the Aim 2, the 3-arm trial of the health outcome of asthma exacerbation (expected baseline rate of 1.5 exacerbations per student per year for usual care), a power and sample size analysis of a parallel GRT indicates that 20 clusters (school nurses) in each arm with 5 individuals per cluster is powered at 90% to detect differences in asthma exacerbation rates of at least 0.75 exacerbations per person year (50% reduction) at the adjusted Type I error rate of 0.025 for two comparisons.

Analysis of secondary outcomes

Evaluation of the RE-AIM outcomes, community engagement outcomes, and health-related outcomes will involve the collection and analysis of both quantitative and qualitative data. These data will be analyzed and integrated according to our research group’s published methods for qualitative assessments of RE-AIM outcomes, including specific methods to measure adaptations, fidelity, and implementation costs [ 67 , 68 , 69 , 70 ]. Measures for each RE-AIM outcome are described in detail in Tables 4 , 5 , 6 , 7 and 8 above. Community engagement outcomes include the number of health care partner organizations to support asthma care and the number of SDOH partner organizations and the strength of partner relationships [ 71 ] for each navigator. Methods for quantitative and qualitative data collection and our mixed methods approach for secondary outcomes are described below.

Setting level adoption, implementation and maintenance analyses

Quantitative data analysis for aims 1 and 2.

Analysis will compare adoption rates by settings and staff who do and do not agree to participate using t-tests, Fishers exact test, and Wilcoxon rank sum as appropriate for each measure (i.e., representativeness). Fidelity rates will be assessed using a percentage of completeness of at least 2 visits in all eligible students [ 72 ]. Survey measures described in Tables 5 , 6 , 7 and 8 will be analyzed using methods established for each validated measure (e.g. CSAT [ 61 ]) and descriptive statistics including percentages, means, and standard deviations for novel measures (e.g. patient satisfaction) [ 54 , 55 , 61 ].

We will evaluate intervention and implementation costs (see Table  7 ) using a time driven activity-based costing approach (TDABC) from the payer perspective [ 60 , 73 ]. As recommended by StaRI we will separately assess costs for the BACK intervention and for the implementation strategies, including explicit assessment of the additional costs of the enhanced implementation strategy [ 74 ]. For community engagement, we will compare the number of partnering SDOH and asthma care (primary care provider and specialty clinics) organizations and the strength of relationship at baseline (UG3 year 3) and in subsequent UH3 trial years.

Quantitative data analysis for aim 3

Our third aim will identify PRISM contextual factors [ 39 , 43 ] from qualitative data (see Fig.  2 ) that predict student reach and retention, school-level adoption, costs to future adopters (schools), and sustainment for BACK-S or BACK-E. Regression models will assess the effects of PRISM contextual level factors upon each implementation outcome, including school characteristics (e.g., school district size). Data will be summarized, and models will assess differences in expected implementation outcomes by cross-sectional levels of contextual factors. Quantitative predictors of sustainment will also include repeated annual measures of CSAT [ 61 ]. We will evaluate the contextual factors’ contribution to each implementation outcome by implementation study arm.

Qualitative data analysis for aims 1–3

We will use a modified grounded theory methodology and will employ a combination of inductive and deductive approaches to coding and analysis. Interviews will be audio-recorded, transcribed verbatim, and managed with ATLAS.ti23. We will use a team-based approach to coding and analysis. We will follow best practices for virtual semi-structured interviews and thematic content analysis techniques [ 75 , 76 , 77 ]. The qualitative team will meet regularly throughout coding and analysis to develop shared interpretations of the data, reveal and check biases and assumptions, develop themes, and finalize results. We will present preliminary findings to CABs and other stakeholders to include their interpretation before finalizing findings [ 78 ].

Mixed methods approach and analysis

Using a complex convergent mixed methods design, each element of data collection will typically occur separately, meaning the quantitative data will be collected and analyzed and the qualitative data will be collected and analyzed [ 79 , 80 ]. Then the two sets of data will be analyzed and interpreted together by using a matrix approach to mixing the data and primary analysis integration strategies of expanding, explaining and connecting as shown in Fig.  4 and joint displays will be created [ 81 , 82 , 83 , 84 ].

Annual Timeline for Mixed Methods data collection and analysis. This figure depicts the timing of qualitative and quantitative data collection and analysis over the course of each study year, and the planned use of these data. Abbreviations: AIF (Asthma Intake Form), Qual (qualitative), Quant (quantitative), BACK (Better Asthma Control for Kids intervention), NPS (net promoter score – level of recommendation of BACK), SDOH (social determinants of health)

The end result of this mixed-method analysis will be to identify contextual factors that predict RE-AIM outcomes, and to follow approaches recommended by Shelton, Chambers and Glasgow to identify health equity considerations for schools randomized to BACK-E compared to BACK-S [ 85 ].

Methods—development of playbook to support sustainment

With CAB input, we already developed an online implementation guide that will be adapted to support sustainment and future dissemination of BACK based on this trial’s findings. We will refine the resultant dissemination playbook to describe the relative impact and cost of using BACK-S or BACK-E for a given context. Briefly, this guide will be based on the findings on our RE-AIM mixed methods analysis of how specific contextual typologies of communities (e.g., community size (urban, suburban, rural) influenced our results. Overall, this playbook will inform decisions about whether to adopt BACK for different typologies of school districts, schools, students and families and communities.

This study has potential to impact both pediatric asthma disparities and the field of IS. For the field, by comparing our implementation outcomes between BACK-E vs. BACK-S, we will determine if the addition of the enhanced strategy package (BACK-E) to promote further school/community engagement yields additional benefits in reach, retention and other implementation outcomes. Regarding asthma disparities, we expect the BACK program will address inequities by improving asthma control and associated morbidity, and we will test this hypothesis using a control group. Taken together, these data will inform future communities and schools to decide whether or not the benefits of BACK are worth their investment.

This community-engaged trial will test the impact of BACK to reduce pediatric asthma disparities. It will also develop key products to disseminate BACK more broadly, including a dissemination playbook to accelerate sustainable dissemination of BACK to other communities experiencing health inequities in childhood asthma.

Availability of data and materials

Not applicable as there are no data in this protocol manuscript.

Abbreviations

Social Determinants of Health

Better Asthma Control for Kids

School Registered Nurse

Asthma Navigator

Emergency Department

Randomized Controlled Trial

Exploration, Preparation, Implementation and Sustainment Model

Disparities Elimination through Coordinated Interventions to Prevent and Control Heart and Lung Disease Risk

Pragmatic Robust Implementation Sustainability Model

Community Advisory Board

BACK-Standard

BACK-Enhanced

Reach, Effectiveness, Adoption, Implementation, and Maintenance

Asthma Intake Form

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Acknowledgements

Not applicable.

- Research reported in this publication was supported by the National Heart Lung Blood Institute (NHLBI ) of the National Institutes of Health under award number UH3 HL151297 as part of the Disparities Elimination through Coordinated Interventions to Prevent and Control Heart and Lung Disease Risk (DECIPHeR) Alliance (decipheralliance.org). Additionally, support came from National Institute on Drug Abuse (NIDA) grant (K01DA056698) for NMW, Colorado Department of Public Health and Environment Cancer, Cardiovascular and Pulmonary Disease Program - Colorado Comprehensive School-Centered Asthma Program (AsthmaCOMP) Expansion 2024*0346 for MG, AMF and SJS, and NHLBI K23HL146791 (HDK). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

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Amy G. Huebschmann

Department of Pediatrics, University of Colorado School of Medicine, Aurora, USA, CO

Melanie Gleason, John T. Brinton, Michaela Brtnikova, Lisa Ross DeCamp, Heather DeKeyser, Monica J. Federico & Stanley J. Szefler

Department of Family Medicine, University of Colorado School of Medicine, Aurora, CO, USA

Sarah E. Brewer

National Jewish Health and University of Colorado College of Nursing and Clinical Sciences, Aurora, CO, USA

Lisa C. Cicutto

Breathing Institute, Children’s Hospital Colorado, 13123 East 16Th Avenue, Mailstop B395, Aurora, CO, 80045, USA

Melanie Gleason, Arthur McFarlane, Heather DeKeyser, Monica J. Federico & Stanley J. Szefler

Trailhead Institute, 1999 Broadway Suite 200, Denver, CO, 80202, USA

Holly Coleman

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Contributions

AGH, SJS, LCC, LRD and JTB made substantial contributions to the conception and design of the work. AGH drafted the manuscript. SJS, LCC, LRD, JTB, MB, SEB, AM, NMW, AB, MG, HC, HD, MJF, and RA substantively revised the manuscript. All authors approved the final manuscript and agreed to be personally accountable for the author’s own contributions and to ensure that questions related to the accuracy or integrity of any part of the work are appropriately investigated, resolved, and the resolution documented in the literature.

Corresponding author

Correspondence to Amy G. Huebschmann .

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Ethics approval and consent to participate.

The proposed research was reviewed by the Colorado Multiple Institutional Review Board (COMIRB), approval number 20–0883; the amendment to approve the protocol for this type 2 hybrid effectiveness-implementation trial was approved on 10/19/2023.

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Competing interests.

- AGH, NMW, MG, JTB, MB, SEB, AB, RA, LRD, AMF, HDK, HC, MF and LCC declare that they have no competing interests.

- Declaration of potential competing interests for SJS: prior service as a consultant for new drug development for Astra Zeneca, Eli Lilly, GlaxoSmithKline, Moderna, OM Pharma, Propeller Health, Regeneron, and Sanofi. This proposal does not involve comparisons of asthma medications.

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Huebschmann, A.G., Wagner, N.M., Gleason, M. et al. Reducing asthma attacks in disadvantaged school children with asthma: study protocol for a type 2 hybrid implementation-effectiveness trial (Better Asthma Control for Kids, BACK). Implementation Sci 19 , 60 (2024). https://doi.org/10.1186/s13012-024-01387-3

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Received : 21 June 2024

Accepted : 16 July 2024

Published : 15 August 2024

DOI : https://doi.org/10.1186/s13012-024-01387-3

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We are honored that New Relic has been named a Leader in the 2024 Gartner® Magic Quadrant™ for Observability Platforms . We are the only observability company to receive recognition as a Leader each time since 2012. This demonstrates our commitment to helping our customers like Domino’s , Mercado Libre , and Forbes Media stay consistently ahead in their respective markets.

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Katrina is New Relic’s Chief Marketing Officer. She brings 20+ years of experience in marketing, go-to-market, and community development to New Relic.

Katrina is an AI-driven marketer with a passion for reaching developer communities. She has a proven track record for helping companies through stages of substantial growth and launching products in new markets. She has also created award-winning integrated campaigns with data storytelling. Katrina most recently served as Divisional CMO and VP Marketing at Twilio Segment. She has also held marketing and go-to-market leadership positions at Hired, Zuora, Salesforce, and SAP. She started her career as a management consultant for PricewaterhouseCoopers.

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