Using case-based instruction to bridge the gap between theory and practice in psychology of adjustment

As a means of promoting critical thinking and connections between theoretical and applied knowledge, case-based instruction (CBI) has been shown to be an effective teaching strategy in psychology and other disciplines. In the present investigation, I build on my earlier, exploratory success with CBI in introductory psychology (Mayo, 2002) by implementing this approach in teaching psychology of adjustment, where actual case studies can be readily employed to illustrate how course content relates to real-life scenarios. Intact classes were randomly assigned to receive CBI involving a collaborative component or traditional instruction alone (control). The results of objective testing indicate that students exposed to CBI outperformed those in the control on comprehension and application of course principles. Engaging class discussions provided evidence of varied conceptual applications by students. Based on questionnaire findings, students viewed CRE as challenging, interesting, realistic, and helpful toward learning. Viewing the present findings in tandem with those of related reports on the effectiveness of CBI, there is a growing body of evidence in support of CBI as a useful instructional tool in the undergraduate curriculum. Results are discussed in terms of cognitive and social constructivism. Implications for future classroom research and practice are also presented.