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This paper focuses on an investigation of case-based teaching in the analytical chemistry course. The research includes an overview of the selection, design, implementation, and evaluation of the case model. The case-based teaching model makes students active and improves their views and skills in analytical chemistry course. Research of case-based teaching in analytical chemistry course will build an excellent rapport between teachers and students, and, ultimately, lead to improvements in analytical chemistry course.

Building on a study conducted by the authors, this article provides strategies for teaching data literacy and outlines the case-based teaching method as an effective way of developing data-literate teachers

Background: Prescription writing errors can lead to deficiencies in healthcare. Although prescription writing is a part of the medical students' curriculum with traditional methods, their prescribing skills are still poor due to inadequate training. To fulfil the need for new educational interventions this study aims to compare patient-based teaching with case-based teaching in improving prescription writing skills of second year MBBS students.Methods: This prospective comparative study was carried out after orientation of participants to prescription writing as per WHO prescribing guidelines (n=71). Group A (n=37) and group B (n=34) were given patient-based teaching and case-based teaching respectively of prescription writing for the same five common clinical conditions. The prescription writing skill was assessed by evaluating the prescriptions written by both the groups and scored by 19-point scoring system. Feedback from the group A students was also taken.Results: Statistical analysis of mean scores of group A (15.90) and group B (13.14) was done by Mann-Whitney U test (p

Nursing skill education plays a very important part for the nursing education. It’s necessary to analyze the role of the case-based teaching (CBT) in nursing skill education, to provide insights into the nursing education. The sophomore nursing students who received nursing skill teaching from September 2019 to January 2020 were selected. The students either underwent traditional teaching (control group) or CBT (CBT group) intervention. The objective structure clinical examination (OSCE), autonomous learning ability, questionnaire for effects evaluation of CBT, and student’s satisfaction level on CBT were analyzed. A total of 146 participants were included. There were no significant differences in the gender, age and the final exam score as freshman between 2 groups (all P > .05). The OSCE scores and autonomous learning ability in CBT group were significantly higher than that of control group (all P

Objective To explore the effect of effective questioning on the teaching of “Toxicology” based on case-based teaching, and to accumulate experience for further promoting the reform of Toxicology. Methods We selected 317 undergraduates of preventive medicine in Grade 2012, 2013 and 2014, from Shaanxi University of Chinese Medicine as research objects. Two teaching cases were planned in the instructional design for Grade 2012, while six teaching cases were planned for Grade 2013. The instructional design for Grade 2014 implemented effective questioning on the basis of Grade 2013. The difference in test paper scores, grade point average (GPA), the difficulty level of the test paper and grade were analyzed before and after the increase of case-based teaching and effective questioning. Results The test paper scores and grade point averages increased gradually from Grades 2012, 2013 and 2014, and the difference was statistically significant (F=99.722, P

In this paper, the method of Axis Flip was used in the teaching of Python programming. The focus of teaching is shift from coding knowledge to programming skills. After all, it is not how much of knowledge that you have learnt, but whether you grasp the programming skills that counts. In our teaching practice, a series of interesting cases has been designed. Programming courses has been well combined with their professional applications compared with the effect of traditional teaching method. Students' programming capability has been significantly improved, and they basically developed the skills to solve complex professional problems.

Situational case-based teaching is one of promising teaching strategies in engineering education, e.g., computer science and information security. This strategy is student-centered and can reinforce practical experience and context-aware problem solving. In this paper, we propose a novel evaluation framework by applying concept mapping to address the great concern of comparing different teaching strategies. Specifically, the proposed evaluation framework consists of four phases, i.e., concept map construction, concept map converting, multidimensional scaling and clustering analysis. The evaluating results based on concept mapping over a demo course reveal the following two statements: (a) Situational cases can help learners learn important concepts and organize their relationships with the goal of practical problem solving in engineering courses; (b) Compared with the conventional lecture strategy, the situational case-based one is helpful for learners to achieve high-level cognitive outcomes, e.g., antagonistic thinking.

Objectives Case-based teaching is a relatively new approach to teaching basic sciences. Although this technique has been used in medical teaching for many years, few attempts have been made to examine its efficacy for nursing students. The aim of this study was to compare the effectiveness of didactic and case-based teaching of physiology among second-year nursing students at our college. Methods A descriptive cross-over study was conducted, in which the students served as their own controls, as they were examined after each of two sessions. In the first session, the students were taught digestive physiology by traditional lectures. In the second session, the same students were taught renal physiology by the same instructor using a case-based technique. Multiple-choice questions were used to assess each student's comprehension after each session and compared. At the end of the two sessions, students evaluated the teaching method on a questionnaire. Paired t tests were used to analyse differences. Results The performance in tests was statistically significantly better after didactic lectures (mean, 17.53) than after case-based teaching (mean, 16.47) (two-tailed p = 0.003). However, 65–72% of students found that case-based teaching improved their knowledge about the topic better than lectures. Conclusions Significantly better examination performance was observed after didactic teaching, but the students' feedback indicated that case-based teaching could be used as an alternative to lectures and may facilitate skills acquisition, which is considered to be important in professional problem-solving during nursing care.

Objectives Under the existing system of undergraduate curriculum, physiology teaching was done in a traditional non-case based manner. The objective of this research was to develop and implement a respiratory module which would incorporate vertically integrated learning and assessment using multiple teaching methodologies. Methods A respiratory modular team finalized the clinical cases, themes, relevant objectives, learning strategies, time table and assessment tools. The exam results of this Vertically Integrated Respiratory Module were compared with the results of traditionally delivered Introductory Module for the same group of students. Students' feedback questionnaire was also administered at the end of module. Results 99% of the students responded that integrated approach makes learning and understanding easy. 90 % of the students hoped that this mode of teaching would be helpful to them in future clinical years and 92% of the students favored the continuation of this integrated approach in future. Comparison of the results indicated that the passing percentage and the mean score (89% and 68.5) was higher in the Vertically Integrated Respiratory Module as compared to the non case based Introductory Module (70% and 61.5). Conclusion Based on the students feedback we may conclude that teaching physiology via vertically integrated approach may be superior than traditional non case based teaching, because it enhances students interest and facilitates meaningful and deep learning.

Background With an aging American population, the burden of neurologic disease is intensifying and the decline in neurology residents and practicing neurologists is leaving these patients helpless and unable to find care. ‘Neurophobia’, a chronic illness that begins early in medical school, has been identified as a cause for the low number of neurology residents. Methods A longitudinal study surveyed medical students at the beginning of their first year (M1) and then again at the beginning of their second year (M2). Three neuroscience educational interventions were studied: team based learning (TBL), case based teaching (CBT), and problem based learning (PBL). Participants provided self-reported neurophobia levels, attitudes about neuroscience, and the effectiveness of educational interventions. Results A total of 446 students during M1 and 206 students during M2 participated in the survey. A significant change in self-reported neurophobia (p = 0.035) was observed from 19% in M1 to 26% in M2. Neuroscience knowledge and confidence managing a neurologic condition also significantly increased (p

MTCSOL (Masters of Teaching Chinese to Speakers of Other Languages) is a professional degree, which needs much training on what to teach and how to teach. With the special feature as the teaching situation appearing around the world, a large amount of cases are employed in order to achieve this educational objective. According to its own features in MTCSOL, case-based teaching demonstrate in its own patterns, like classroom observation, plan-based case teaching and simulating case teaching as well as problem sharing, which work effectively for the training of MTCSOL students, whose capability of problem identifying, problem posing, problem analyzing and problem solving.

The situational case-based teaching technique is a promising student-centered teaching and learning strategy, which is effective to address critical issues embedded in engineering curricula, cultivation system of talents and practical engineering experience in engineering education. In this paper, we propose a hierarchical evaluation model to validate the effectiveness of the teaching technique in engineering education through a combination of content-level and situational case-level assessment on the basis of learning outcomes and engineering accreditation criteria. Furthermore, we present a questionnaire framework to facilitate quantitative evaluation of the teaching technique based on the aforementioned model. The evaluating results over a demo course in engineering education reveal two notable findings: (1) More up-to-date and well-known situational cases are highly recommended to be used in engineering education; and (2) The teaching technique is a promising option for use in engineering education, especially for specialized courses.

In this chapter the author discusses how and when cases should be used or not, during short-term educational programs, either company tailored or open enrollment, and designed for midlevel and executive level managers. Reflecting on personal experiences of case-based teaching in short-term programs, the author shares two cases. One was an extremely successful integration of an extensive Harvard Business School case study into a company-tailored executive educational program conducted for a leading Russian insurance company, with about 200 participants (branch general managers who were leading teams of about 1000 employees and branch HR managers). The other was a contrasting story of failure. The cases are supplemented with reflections and summaries of lessons learned, along with frameworks for successful planning and delivery of case-based short-term educational programs.

Teachers and students often consider learning programming a difficult pursuit. Face-to-face learning alone cannot provide effective teaching or efficient solutions for learning. A case teaching model can make students active in programming courses, even as it relies on solid learning theory and pedagogical strategies. This paper reports a study based on a case teaching model in C/C++ programming. The Laboratory Animal System (LAS) is a standalone case for management of laboratory animals. This paper includes an overview of LAS architectural design and user interface by C/C++ and presents the design, implementation, and evaluation of the model, as well as its implications for learning computer programming. The case method provides an interactive learning environment for students. Based on a survey of student feedback, students can learn C/C++ programming and gain knowledge more quickly and effectively using the case teaching model than through some traditional methods of teaching.

Electrical and electronic technology is a foundation course in universities and colleges of technology. Some methods and suggestions of case-based teaching are presented in this paper with respect to the rational design of teaching content, effective design of assessment methods, construction of course website, teaching case library and simulation library.

This study aims to investigate the impact of the case-based teaching model on college students' career decision making and learning satisfaction. The study conducted both a pre-test and a post-test on a single group of subjects. Thirty-two freshmen (8 males and 24 females) taking the class “Career Planning in Finance” in the department of finance of a business university. The researcher developed case-based teaching model materials for an 18-week career planning courses in one semester. There are two-hour classes per week for a whole semester. The results are as follows: (1) There are significant differences in the pre-test and the post-test on career decisions measured with career decided scores (t=-4.05, p=0.0028). The differences in career indecision scores are also statistically significant (t=-3.85, p=0.0001); (2) The questionnaire on learning satisfaction reports high scores in general (M=4.73, SD=0.40). Meanwhile, the university’s teaching assessment also indicates high satisfaction in this elective (M=4.89, SD=0.48). Results suggest that college students’ career decision making and learning satisfaction can be increased through their participation in the cased-based career planning courses.

While literature points to significant benefits from using case-based teaching in accounting education, the extent to which these benefits can be obtained with large undergraduate classes is not evident. Using an action research approach, strategies for the use of case-based teaching in large classes at an Irish university were developed and evaluated. Insights into the nature of the challenges facing lecturers and students in the large class setting were obtained. The researchers found that, by using appropriate strategies, case studies can be successfully delivered in large class settings, as measured against criteria derived from the literature. The action research method proved effective in the reflection on and development of these strategies. However, despite the success of the strategies that were developed, there were important aspects of the students' and lecturers' responses in this setting that had an impact on the benefits realized.

BACKGROUND: Medical consultation is an integral part of hospitalist physicians' practice, yet there is no uniform training to achieve competency in this area during residency. OBJECTIVE: To improve the quality of medical consultations performed by hospitalists in an academic medical center. DESIGN: Single group pre-post study design comparing knowledge and behaviors after exposing physicians to an educational intervention. SETTING: Johns Hopkins Bayview Medical Center, 2006-2007. PARTICIPANTS: Seven hospitalist faculty members, and 12 internal medicine house-staff members, who served on the medical consultation service during the study period. INTERVENTION: Participants were exposed to an educational intervention consisting of a case-based module teaching the principles of medical consultation, as well as audit and feedback in which they critically reviewed their most recent written consultations. MEASUREMENTS: Pretests and posttests were used to assess knowledge. Performance and physician behaviors were assessed following the intervention; consultations done by hospitalists in the months prior to the educational intervention were scored and compared to their postintervention consultations. Wilcoxon signed rank tests and paired t tests were used for the analyses. RESULTS: Improvement in the median knowledge score (pretest vs. posttest) was significant only for house-staff and not for faculty (10/14 vs. 12/14, P = 0.03 and 11/14 vs. 12/14, P = 0.08, respectively). The quality of consults written by all hospitalists improved after the educational intervention; the mean scores increased from 2.7 to 3.3 (P = 0.0006). CONCLUSIONS: This curricular intervention including audit and feedback was effective in improving the quality of medical consultations performed by hospitalist physicians. Journal of Hospital Medicine 2009;4:486–489. © 2009 Society of Hospital Medicine.

This study evaluated the impact of a distance education program to meet the practice learning needs of first‐year doctoral students. The program, a six‐session case‐based telephonic seminar, was taught to 19 first‐year doctoral students. Evaluation of the program included self‐report quantitative and qualitative data gathered pre‐ and postseminar, as well as qualitative data gathered three months postseminar. Quantitative and qualitative analysis revealed increased reports of practice competencies by the conclusion of the seminar. Analysis also illustrated the importance of continued evaluation given the small sample size and pilot nature of this unique distance education program.

Case based teaching is the most common decision-making training tool in a Business Policy course. Case-based teaching was investigated with 76 regional business schools and 81 faculty members teaching Business Policy at the undegraduate level. Apart from collecting data on the personal characteristics of faculty teaching policy, two sets of pedagogical case method models - one based on standard textbooks and the other on Hayes' construct - were tested. One hundred and ten student papers were examined by a group of experts using Bloom's taxonomy, and those based on Hayes' conceptualization scored higher. The juxtaposition of the models as presented in this study, presents some interesting theoretical and empirical implications for future researchers. Resume La methode des cas est l'outil d'apprentissagc de la prise de decision le plus repandu dans les corns de direction generale. On a enquete sur l'utilisation de la methode des cas dans 76 ecoles de gestion a travers le pays et aupres de 81 universitaires qui enseignent la direction generate an niveau du premier cycle. En plus de cueillir des donnees demographiques sur les professeur(e)s de ce cours, on a teste deux ensembles de modeles pedagogiques de la methode des cas; un ensemble utilise les manuels scolaires standards. l'autre, le construit de Hayes. Utilisant la taxonomie de Bloom, un groitpe d'experts a examine les analyses de cent dix etudiants; les analyses utilisant le modele de Hayes ont ete mieux cotees. La comparaison des modeles dans cette elude souleve des implications theoriques et empiriquesfascinantes pour de futures recherches.

This article explores the use of student written cases as a teaching method to improve students' capacity integrate theory with practice. The article begins with a brief history of the case method and its effectiveness in teaching students valuable skills in assessment and problem solving. A discussion then follows on case writing and the construction of teaching notes that accompany the case. An example of a student-written case is presented that involves a client with multiple Axis I (DSM-IV-TR) diagnoses, including that of substance abuse. The case method of teaching and the use of student-written cases are then discussed as a pedagogical tool in helping students integrate theory with practice.

The purpose of this study was to compare traditional lecture-based (LB) and case-based/problem-based (CB/PB) learning in a large group. Year 3 veterinary students at Kansas State University were asked to participate in a randomized controlled study. Students were grouped and randomly assigned to be taught by a CB/PB or a LB method. Students took identical multiple-choice examinations, one given within a week of the last class and a different one given four months later. There was no direct effect of teaching method on group scores for either examination. CB/PB students scored higher on higher-difficulty questions on the first examination (p < 0.003), but there was no effect on questions of lower and medium difficulty. There was no effect of teaching method on student performance for the second examination; however, the question difficulty category scores were all different (p < 0.017). Evaluation of examination scores suggests that the two teaching methods were of similar efficacy.

Objective To determine if olfactory analysis of toxin proxies aid in the identification of poisons when compared to case histories alone. Methods: A convenience sample of 42 emergency medicine residents participated in a prospective single-blind observational study using a sniffing bar designed with the technique described by Goldfrank et.al. Each subject received 12 written cases describing a patient with a chemical exposure. Ten chemicals with odors corresponding to a specific case history and 2 chemical case controls with no odor comprised the sniffing bar. Each subject was asked to identify the toxin first by reading the case history alone, then again after smelling the corresponding odor. All subjects were asked to record their level of confidence for each case before and after the addition of the sniffing bar using a 5-point Likert scale. Percentages correct before and after the sniffing bar intervention were calculated and two-tailed p-values and 95% confidence intervals were measured. Continuous comparative variables such as the means of the Likert scale confidence measurements were analyzed with the two-tailedt-test. Results: Median percentage of toxins correctly identified was 64.3% (range 9.5–97.6) when based on case description alone and 86.9% (range 9.5–95.2) with addition of the sniffing bar. The percentage of initially incorrect identification reversed after additional data provided by the sniffing bar was 11.5% (range 0–14). Of the 10 actual toxins, correct identification of 6 achieved statistical significance after introduction of the sniffing bar (p = 0.0017; 95% CI 4.6–11.4). There was no association between level of training and improved accuracy with use of the sniffing bar, and overall confidence did not improve significantly after addition of the sniffing bar. Conclusion: Diagnostic accuracy of poisons in case-based scenarios is improved with the use of a sniffing bar. The sniffing bar is a useful adjunct to a traditional case-based emergency medicine toxicology teaching curriculum.

TURF 436 (Case Studies in Turfgrass Management) is the capstone course for turfgrass science majors at the Pennsylvania State University. Students are introduced to problems and complex problematic situations encountered in the management of golf and sports turf and in professional lawn-care operations. Following completion of the orientation case in which students work individually, all other cases are done as team projects, with four- or five-member teams preparing for the discussions of three cases each. Problems encountered in teaching this course included: less-than-full participation by all team members in preparing their respective presentations, poor attendance at class meetings when other teams were presenting, students unprepared to participate in discussions of the cases following their presentation, and consistent grading of team reports. Solutions found to be effective in addressing these problems are provided.

This paper introduces a case-based teaching module designed to increase student understanding of the importance of stakeholder engagement processes in the design of complex engineering systems. The teaching module makes use of a case study on past technology adoption and environmental injustices related to stormwater management plans in Onondaga County, NY. The module begins with a review of the history of events in the County, including social unrest when the needs of certain stakeholder groups were ignored. Students are then divided into groups, each representing an assigned stakeholder community. The students predict what engineering designs will most directly affect their stakeholder group and how each design solution may impact other groups. An assessment tool is used to gauge the students’ perceptions of stakeholder engagement and engineering design after the teaching module. Results demonstrate that the module effectively increased student understanding of the complexities related to the engineering design process, particularly stakeholder engagement activities. The module also improved student motivation and interest in course material. These results provide insights for instructors seeking effective ways to bring stakeholder concerns into the classroom.

The MeduMobile project or Mobiler Campus Charite was started in the beginning of 2003 to evaluate new, multimedia supported teaching and learning scenarios. The project focuses especially on acute and rare diseases to which students usually have are very limited access. During the teaching sessions the MeduOnCall team and the academic teacher communicate with the students who are equipped with individual notebooks through a wireless net. In dermatology the MeduMobile project focused in summer 2003 and winter 2003/2004 on bedside teaching. Despite some technical difficulties in the beginning the project was well received by teachers and students. The possibility of simultaneous online searches by Internet as well as the possibility to include photographs depicting the course of the skin disease was felt to be one of the main advantages of this project. Based on these positive experiences an attempt will be made to integrate the project further into the regular teaching of the Charite.

This article begins with the historical roots of the case method followed by a general description of the approach to teaching, development of cases, and the instructor's role when using the traditional case method. Several studies, which validate the efficacy of the case method, were then explored. Potential benefits and outcomes for using the case method as a teaching tool in graduate social work education were then addressed.

Objectives: To describe the implementation and evaluation of a case-based microbiology curriculum during daily microbiology rounds. Methods: Vignettes consist of short cases with images and questions that facilitate discussion among microbiologists, pathologists, infectious disease physicians, and trainees (residents and fellows). We performed a survey to assess the value of these vignettes to trainees. Results: Motivation to come to rounds on time increased from 60% to 100%. Trainees attending rounds after implementation of the vignettes perceived the value of microbiology rounds to be significantly higher compared with those who attended rounds before implementation ( P = .04). Pathology residents found that vignettes were helpful for retaining knowledge (8.3 of 10 points). Conclusions: The vignettes have enhanced the value of microbiology rounds by serving as a formalized curriculum exposing trainees from multiple specialties to various microbiology topics. Emphasis on interdisciplinary interactions between clinical and laboratory personnel was highlighted with this case-based curriculum.

The objective of higher technical and vocational education is to cultivate high-quality practical talents. During the teaching process of Delphi programming language, the author adopts the case-based teaching method with the student performance management system as an example, and leads the students to develop a complete small database management system and systematically master the knowledge on object- oriented programming language and database application development in the four-week practice, demonstrating the successful application of case-based teaching in computer teaching.

Case-based teaching (CBT) tutorials were introduced by the Physiology Department at Adelaide University to bridge the gap between theory and practice in the early years of undergraduate medical education. With the use of a clinical case-based environment, CBT aimed to achieve integration of structure-function relationships and an increase in students’ capacity to apply a physiological understanding to clinical observations/symptoms and data. With peer-peer interactions in small groups, students could trial history taking and examination skills, interpret common investigations, and relate their findings to an understanding of structure and function. Here, the cardiovascular tutorials highlight the centrality of an understanding of structure and function in the evaluation of a case of syncope. An independent evaluation of the students’ learning experience demonstrated that CBT tutorials were successful in their aims. The “hands-on” experience was highly rated, with students reporting that the CBT approach gave relevance to structure and function. Whatever the curriculum learning style, underpinning practice with an understanding of theory remains a desirable feature of medical education.

A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twenty-five 3rd-year students were randomly assigned to one of four groups and exposed to 10 radiology cases as well as to a voluntary weekly radiology lecture. Group A used computer-based cases with interactive elements; group B used computer-based cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served as a control group. On a multiple-choice question test, groups A, B, and C showed significant improvement (+11.2%, +15.1%, and +13.0%, respectively), whereas group D did not (+0.6%). On an image interpretation test, group A showed the most improvement (+15.7% [P

Human-computer interaction of multimedia technology provides an innovative platform for foreign language education. Assisted by multimedia technology, case-based teaching is widely applied to teaching intercultural communication, a new area in English curriculum system. This pedagogy increasingly arouses great concern for its effectiveness of theory input and students’ criticality development. According to a survey result of 100 sophomores from intercultural communication class in Qingdao Agricultural University, 95 % of them positively approve it helpful and effective in theory explanation; 90 % of them believe it can better stimulate students’ learning motivation. Some teaching practices are also suggested in the paper.

Following the work on case-based pedagogy and on situative cognition, the purpose of this study was to examine how situative knowledge, as embedded in preservice teachers’ prior experiences and as embedded in a dilemma-based case, influenced preservice teachers’ analyses of the case-as-written. Twenty-three preservice teachers ranging in age from 23 to 47 participated in the study. Using a microethnographic approach, the study focused on preservice teachers’ discussion of a single case. An analysis was conducted on preservice teachers’ pre- and postdiscussion writings about the case, and on their during-discussion dialogue. Results of the study revealed that the preservice teachers’ homogeneous thinking limited the extent to which these preservice teachers could reflect critically on the case and limited their potential to make reasoned decisions based upon alternative or novel solutions. Implications for teacher education are discussed.

In 1995, Donmoyer, Imber, and Scheurich produced a book of readings with the intriguing title The Knowledge Base in Educational Administration. The book's chapters highlighted the possibility that we who prepare graduate students to administer schools may be unable to define precisely what it is that we know or what we should pass on to our students. This is a threatening prospect. If we cannot say what we know, then we cannot tell why students should come to us. If we cannot justify students coming to us, then they might just as well go elsewhere. If students go elsewhere, then our self-esteem (not to mention our livelihood) suffers. This is our preeminent quandary.

According to the features of the hydraulic project cost management, we analyze the application of Case-based Teaching Method in the experiments of the hydroponic project cost. Case-based Teaching Method require students to combine theory and practice together, obtain tacit knowledge, develop teamwork spirit and improve their overall quality through self-presentation, mutual communication and cooperation among them.

This article was migrated. The article was not marked as recommended. We describe here our first experience with two focused case used in inter professional teaching at Linköping University. Both the teachers and the group of participants mirrored the two focuses in the case. At the end of the seminar a short epilogue and two references were given to the students to stimulate their reflection and learning. Two focused case seminar seems to be a useful instrument in inter professional teaching and learning.

Contents: Simulation-Based Language Learning: An Architecture and a Multimedia Authoring Tool. Learning From Stories: An Architecture for Socratic Case Based Teaching. Representation, Storage, and Retrieval of Tutorial Stories in a Social Simulation. Representing and Applying Teaching Strategies in Computer-Based Learning-By-Doing Tutors. References

Case-based teaching is an usual teaching method. It has been introduced in so many course teaching due to its special merits. While, HSE Risk Management is a special elective course which is established in petroleum engineering and associate professionals. This course is aim at training undergraduate with special background to managers with certain HSE management ideas. According to the teaching characters of HSE Risk Management,This paper took "Safety Culture in Petroleum Company " as an example to study case teaching. It can provide some lessons and suggestions to HSE Risk Management course teaching and trainning with case-based teaching, and enrich teaching methods, so that can improve teaching effect.