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Case Study-Based Learning

Enhancing learning through immediate application.

By the Mind Tools Content Team

If you've ever tried to learn a new concept, you probably appreciate that "knowing" is different from "doing." When you have an opportunity to apply your knowledge, the lesson typically becomes much more real.

Adults often learn differently from children, and we have different motivations for learning. Typically, we learn new skills because we want to. We recognize the need to learn and grow, and we usually need – or want – to apply our newfound knowledge soon after we've learned it.

A popular theory of adult learning is andragogy (the art and science of leading man, or adults), as opposed to the better-known pedagogy (the art and science of leading children). Malcolm Knowles , a professor of adult education, was considered the father of andragogy, which is based on four key observations of adult learners:

• Adults learn best if they know why they're learning something.
• Adults often learn best through experience.
• Adults tend to view learning as an opportunity to solve problems.
• Adults learn best when the topic is relevant to them and immediately applicable.

This means that you'll get the best results with adults when they're fully involved in the learning experience. Give an adult an opportunity to practice and work with a new skill, and you have a solid foundation for high-quality learning that the person will likely retain over time.

So, how can you best use these adult learning principles in your training and development efforts? Case studies provide an excellent way of practicing and applying new concepts. As such, they're very useful tools in adult learning, and it's important to understand how to get the maximum value from them.

What Is a Case Study?

Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time.

The learner is given details about the situation, often in a historical context. The key players are introduced. Objectives and challenges are outlined. This is followed by specific examples and data, which the learner then uses to analyze the situation, determine what happened, and make recommendations.

The depth of a case depends on the lesson being taught. A case study can be two pages, 20 pages, or more. A good case study makes the reader think critically about the information presented, and then develop a thorough assessment of the situation, leading to a well-thought-out solution or recommendation.

Why Use a Case Study?

Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills.

They differ from lectures or assigned readings because they require participation and deliberate application of a broad range of skills. For example, if you study financial analysis through straightforward learning methods, you may have to calculate and understand a long list of financial ratios (don't worry if you don't know what these are). Likewise, you may be given a set of financial statements to complete a ratio analysis. But until you put the exercise into context, you may not really know why you're doing the analysis.

With a case study, however, you might explore whether a bank should provide financing to a borrower, or whether a company is about to make a good acquisition. Suddenly, the act of calculating ratios becomes secondary – it's more important to understand what the ratios tell you. This is how case studies can make the difference between knowing what to do, and knowing how, when, and why to do it.

Then, what really separates case studies from other practical forms of learning – like scenarios and simulations – is the ability to compare the learner's recommendations with what actually happened. When you know what really happened, it's much easier to evaluate the "correctness" of the answers given.

When to Use a Case Study

As you can see, case studies are powerful and effective training tools. They also work best with practical, applied training, so make sure you use them appropriately.

Remember these tips:

• Case studies tend to focus on why and how to apply a skill or concept, not on remembering facts and details. Use case studies when understanding the concept is more important than memorizing correct responses.
• Case studies are great team-building opportunities. When a team gets together to solve a case, they'll have to work through different opinions, methods, and perspectives.
• Use case studies to build problem-solving skills, particularly those that are valuable when applied, but are likely to be used infrequently. This helps people get practice with these skills that they might not otherwise get.
• Case studies can be used to evaluate past problem solving. People can be asked what they'd do in that situation, and think about what could have been done differently.

Ensuring Maximum Value From Case Studies

The first thing to remember is that you already need to have enough theoretical knowledge to handle the questions and challenges in the case study. Otherwise, it can be like trying to solve a puzzle with some of the pieces missing.

Here are some additional tips for how to approach a case study. Depending on the exact nature of the case, some tips will be more relevant than others.

• Read the case at least three times before you start any analysis. Case studies usually have lots of details, and it's easy to miss something in your first, or even second, reading.
• Once you're thoroughly familiar with the case, note the facts. Identify which are relevant to the tasks you've been assigned. In a good case study, there are often many more facts than you need for your analysis.
• If the case contains large amounts of data, analyze this data for relevant trends. For example, have sales dropped steadily, or was there an unexpected high or low point?
• If the case involves a description of a company's history, find the key events, and consider how they may have impacted the current situation.
• Consider using techniques like SWOT analysis and Porter's Five Forces Analysis to understand the organization's strategic position.
• Stay with the facts when you draw conclusions. These include facts given in the case as well as established facts about the environmental context. Don't rely on personal opinions when you put together your answers.

Writing a Case Study

You may have to write a case study yourself. These are complex documents that take a while to research and compile. The quality of the case study influences the quality of the analysis. Here are some tips if you want to write your own:

• Write your case study as a structured story. The goal is to capture an interesting situation or challenge and then bring it to life with words and information. You want the reader to feel a part of what's happening.
• Present information so that a "right" answer isn't obvious. The goal is to develop the learner's ability to analyze and assess, not necessarily to make the same decision as the people in the actual case.
• Do background research to fully understand what happened and why. You may need to talk to key stakeholders to get their perspectives as well.
• Determine the key challenge. What needs to be resolved? The case study should focus on one main question or issue.
• Define the context. Talk about significant events leading up to the situation. What organizational factors are important for understanding the problem and assessing what should be done? Include cultural factors where possible.
• Identify key decision makers and stakeholders. Describe their roles and perspectives, as well as their motivations and interests.
• Make sure that you provide the right data to allow people to reach appropriate conclusions.
• Make sure that you have permission to use any information you include.

A typical case study structure includes these elements:

• Executive summary. Define the objective, and state the key challenge.
• Opening paragraph. Capture the reader's interest.
• Scope. Describe the background, context, approach, and issues involved.
• Presentation of facts. Develop an objective picture of what's happening.
• Description of key issues. Present viewpoints, decisions, and interests of key parties.

Because case studies have proved to be such effective teaching tools, many are already written. Some excellent sources of free cases are The Times 100 , CasePlace.org , and Schroeder & Schroeder Inc . You can often search for cases by topic or industry. These cases are expertly prepared, based mostly on real situations, and used extensively in business schools to teach management concepts.

Case studies are a great way to improve learning and training. They provide learners with an opportunity to solve a problem by applying what they know.

There are no unpleasant consequences for getting it "wrong," and cases give learners a much better understanding of what they really know and what they need to practice.

Case studies can be used in many ways, as team-building tools, and for skill development. You can write your own case study, but a large number are already prepared. Given the enormous benefits of practical learning applications like this, case studies are definitely something to consider adding to your next training session.

Knowles, M. (1973). 'The Adult Learner: A Neglected Species [online].' Available here .

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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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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 seven subject areas, including:

• Business essentials
• Leadership and management
• Entrepreneurship and innovation
• 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.

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What the Case Study Method Really Teaches

• Nitin Nohria

Seven meta-skills that stick even if the cases fade from memory.

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

• Nitin Nohria is the George F. Baker Jr. and Distinguished Service University Professor. He served as the 10th dean of Harvard Business School, from 2010 to 2020.

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How to Use Case Studies in Your Employee Training Sessions

Case studies can be powerful tools for learning and training. They're evidence-based stories that showcase the outcomes you want, so using them as the basis for your training can make the training itself more engaging and more effective. The question is, how can you use a case study to enhance your training for learners? There are several options.

• Identify personal leadership styles
• Capitalize on style strengths
• Minimize style trouble spots

Table of Contents

Design a case study to fit the training, develop training to fit a case study, use a longitudinal case study to demonstrate outcomes of training, use miniature case studies to prove individual points, thread a case study throughout training, ask trainees to predict case study outcomes, discuss potential alternative outcomes in case studies, turn a case study into an immersive simulation, create a framework case study and encourage trainees to fill it out.

First up, you have one major decision to make. Do you design training around a case study, or do you design a case study to fit your training? Both perspectives are equally valid as long as the study results and the training program goals are aligned.

Let’s say you choose to design a case study to fit your desired training. For example, you're trying to implement the  Delivering Exceptional Phone Service  reproducible training course for your customer service team. To back up the training, you want a case study that showcases how putting the techniques taught in the course into practice will bolster positive outcomes with customer service.

You have two options here.

• The first is simply writing a case study based on your own experiences, accentuating the necessary details relevant to the training, and pruning it down to the bare essentials to prove your point.
• The other option is to seek out existing case studies performed by renowned research firms that support your points.

In either case, you can then use the case study as a "real world" example of how the techniques in the training can be put to actual use and how they tangibly impact positive outcomes. Make sure to highlight specific aspects of the case study and how they relate to the practices put forth in the training module for better retention.

Your second option, as an alternative, is to develop your training to fit an already existing case study.

The process looks a little something like this:

• Begin by finding a case study that results in the outcomes you're seeking. For example,  this case study from Train Like a Champion  focuses on getting training to produce long-term results, something that every company can benefit from implementing.
• Next, review the case study. Look for salient details and mechanisms used to achieve the outcomes you desire. Ideally, the case study itself will support those mechanisms and expound upon how to use them.
• Finally, develop a training module that integrates the case study and its data, as well as the mechanisms you uncovered, to train your employees to achieve those same outcomes.

You can accompany the training module with the case study, with details and data uncovered along the way, or you can use it as a companion piece or use it as cited sources or proof for the claims you're making. None of these choices are inherently wrong, so pick the ones that work best with your staff and your means of training to create a better learning experience.

Longitudinal case studies are case studies that look at and measure specific data about their subjects over a long period. Such case studies can follow individuals throughout a particular period of years, their careers, or their entire lives. For example, longitudinal studies are often used in medicine to help study the long-term effects of various substances and illnesses.

A longitudinal case study can be a powerful tool for building training. You can point to specific, hard evidence that certain kinds of training not only improve short-term results and benefits for employees, clients, and companies but can increase the value of employees throughout their careers.

Using this kind of case study can be an essential part of encouraging your employees to take the training seriously. After all, it's one thing to encourage employees to participate in training because it benefits customers or the company, but it's quite a different incentive if you can showcase how that training will improve their career prospects.

The tricky part about this is that case studies can prove many different points because different people have different career trajectories and leverage different skills in different ways. That is why it can be essential to begin with training modules such as  What's My Leadership Style  to help employees identify which individuals to follow in the case study and which outcomes are most relevant to their specific situations.

If finding specific, relevant longitudinal studies isn't possible, an alternative approach involves leveraging small-scale case studies to reinforce key points throughout your training process. For example, throughout a comprehensive  customer service training  course, you can use specific case studies that highlight varied responses to an irate customer, showcasing how different approaches lead to distinct outcomes. These case studies provide tangible examples to support decisions about adopting a placating, resistant, or combative tone in customer interactions.

The benefit to this option is that there are, in general, many more small-scale case studies than there are more extensive, longitudinal case studies. Moreover, it's much easier to find them and use them to prove your points. Long-term case studies can have surprising outcomes, and they can have findings that contradict your studies and policies. That can be difficult to reconcile unless you're willing to wholly adjust your training and direction.

The biggest potential drawback to this option is that there are many small-scale case studies, many of which can have contradictory outcomes. With the vast pool of small-scale case studies available, there is a risk of cherry-picking examples that selectively support a specific viewpoint, regardless of their overall value. This practice could compromise the integrity of the training content and may not provide a holistic representation of the topic at hand. Trainers should exercise caution and ensure that the chosen case studies are relevant, unbiased, and contribute substantively to the overall learning objectives.

If you think back to some of the more effective textbook designs for schools in higher education, you may find a through-line. Many effective textbooks include an ongoing, long-term set of examples, or "characters," they follow along the way. For example, in courses where you learn a language, a textbook will often have a set of characters who interact in varying situations to showcase quirks of language, particularly conversational use of the language.

A case study can be used in this manner for your training. Fortunately, many comprehensive and overarching training courses have these kinds of examples and case studies built into them.

The goal is to allow your trainees to explore training in a multifaceted way. That might include links to studies, links to infoboxes, video interviews, and much more.

An added benefit of this training method is that you can make a single training module much more comprehensive in terms of answers to common and uncommon questions. Training employees from a point of knowledge can be surprisingly challenging because it can be tricky to judge even what the trainees don't know. Providing in-depth, interlinked, embedded answers to questions for trainees to explore helps bring everyone to the same page.

One thing that sets effective training apart from ineffective training is the level of interactivity. When training is interactive and engaging, trainees learn much more from it by participating in "real-life" examples and demos of the training in action. This approach enables participants to apply their knowledge in real-life situations, promoting a deeper understanding and emphasizing their problem-solving ability to choose appropriate resolutions.

One way to help encourage engagement in training is with a case study that puts that training into action. Divide the case study between setup and resolution, and have the trainees read the setup portion of the training. Cut it off as the individuals in the case study are making their decisions based on the training (or ignoring the training).

Then, ask the trainees to predict what the outcomes will be. Encourage them to write down their predictions. Then, you can progress with the case study and reveal the actual results of the training. While some case studies may follow predictable paths, introducing occasional curveballs keeps participants on their toes. These unexpected twists challenge trainees’ critical thinking skills and their ability to adapt their problem-solving strategies. You can then discuss why they made the predictions that they did and what led them to their decisions, whether right or wrong.

This interactive approach not only transforms training into a participatory experience but also creates a platform for meaningful discussions.

Like the above, you can leverage case studies and predictions to speculate. How would the outcome have changed if the individual in the case study made a different choice or acted differently?

What changes would your employees make?

"After reading a case study together or independently, you can have your participants write a different ending to the case study. For example, if you read a story about a woman who improved her communication skills after attending a workshop (just like the one your students might be in), have them write what would happen if she didn't attend the workshop. Have them write what would happen if she was engaged/not engaged. Ask them to consider what is going on in the woman's life that might impact her ability to communicate appropriately or efficiently during the time of training. Writing a different outcome prompts participants to consider the whole story and not just the parts that are presented to them." –  TrainingCourseMaterial

For an interesting case study of your own, you can ask your trainees to read a situation and convey how they would act in that situation before implementing the training in the first place. Then, progress through the training modules. When finished, ask the trainee to revisit, see how accurate their behavior is to the goal, and ask them what changes, if any, they would make.

Once again, studies show that the best training is training produced in the form of an immersive simulation.  

Look for industry case studies about particular incidents.  Several agencies  produce comprehensive investigations into the circumstances behind industrial accidents, often in factory, warehouse, or shipping processes. These case studies can form the basis of a scenario wherein you ask your employees to role-play how they would respond if the incident occurred in your facility.

You can then use the realities of the investigation to enforce consequences in the simulated disaster. For example, say you're training employees to handle a chemical spill in a warehouse. The established procedures outline specific actions to be taken. Within the simulation, introduce a scenario where one employee is found unconscious within the chemical spill. This introduces a critical decision point: will someone attempt a rescue, and if so, will they do so without proper preparation? You can then remove this individual from the training scenario because their actions led to them being incapacitated.

There are many such examples. Always remember that most, if not all, industrial and commercial regulations are built on the back of people dying because of loopholes or unforeseen circumstances.

This approach allows employees to engage with the training material in a hands-on, realistic manner. It not only reinforces the importance of adhering to established protocols but also highlights the potential repercussions of deviating from proper procedures. The immersive nature of these simulations helps employees internalize the lessons, making the training more impactful and applicable to their day-to-day responsibilities.

Finally, another way to use case studies for training is to turn your trainees into case studies themselves. Build a framework or a template of a case study, with questions about the scenario, their responses, the training, and their behavior after the training. Encourage trainees to fill out these case study templates, then participate in training, and fill them out again. For added value, track these employees for months afterward to see where they've gone, how they've implemented their training, and how it has improved their careers.

The use of case studies can be a powerful training tool, but they can only be effective if coupled with practical training modules. After all, you can't know how to reach your goals without knowing where you are. That's why we offer dozens of training options in our reproducible training library, as well as dozens more assessments (both instructor-led and self-guided) to help establish baselines and build awareness.

Check out our training library, and find case studies that align with your company values and learning objectives.

To learn more about how to help your employees, check out our  What’s My Leadership Style  course. This course is a management development tool, leadership style assessment, and online training workshop. This comprehensive tool is designed to pinpoint an individual's leadership style, offering valuable insights for organizational leaders, managers, and supervisors. By utilizing this tool, professionals can enhance their performance and cultivate the skills necessary to evolve into effective and impactful leaders within their respective roles.

Do you have any questions or concerns about using case studies in your employee training sessions to provide the best outcomes for your learners? If so, please feel free to leave a comment down below, and we'll get back to you! We make it a point to reply to every message we receive, and we would be more than happy to assist you or your company however we possibly can.

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About our author

Bradford r. glaser.

Brad is President and CEO of HRDQ, a publisher of soft-skills learning solutions, and HRDQ-U, an online community for learning professionals hosting webinars, workshops, and podcasts. His 35+ years of experience in adult learning and development have fostered his passion for improving the performance of organizations, teams, and individuals.

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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.

Related Posts

Top 10 Strategies for Effectively Training Remote Employees

9 Best Practices for Onboarding New Employees

3 Reasons why L&D and HR should be separate

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What is the Case Study Method?

Overview Dropdown up

Overview dropdown down, celebrating 100 years of the case method at hbs.

The 2021-2022 academic year marks the 100-year anniversary of the introduction of the case method at Harvard Business School. Today, the HBS case method is employed in the HBS MBA program, in Executive Education programs, and in dozens of other business schools around the world. As Dean Srikant Datar's says, the case method has withstood the test of time.

Case Discussion Preparation Details Expand All Collapse All

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How Cases Unfold In the Classroom

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Most programs begin with registration, followed by an opening session and a dinner. If your travel plans necessitate late arrival, please be sure to notify us so that alternate registration arrangements can be made for you. Please note the following about registration:

HBS campus programs – Registration takes place in the Chao Center.

India programs – Registration takes place outside the classroom.

Other off-campus programs – Registration takes place in the designated facility.

What happens in class if nobody talks? Dropdown down

Professors are here to push everyone to learn, but not to embarrass anyone. If the class is quiet, they'll often ask a participant with experience in the industry in which the case is set to speak first. This is done well in advance so that person can come to class prepared to share. Trust the process. The more open you are, the more willing you’ll be to engage, and the more alive the classroom will become.

Does everyone take part in "role-playing"? Dropdown down

Professors often encourage participants to take opposing sides and then debate the issues, often taking the perspective of the case protagonists or key decision makers in the case.

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Teaching by the Case Method

• Preparing to Teach
• Leading in the Classroom
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Case Method in Practice

Chris Christensen described case method teaching as "the art of managing uncertainty"—a process in which the instructor serves as "planner, host, moderator, devil's advocate, fellow-student, and judge," all in search of solutions to real-world problems and challenges.

Unlike lectures, case method classes unfold without a detailed script. Successful instructors simultaneously manage content and process, and they must prepare rigorously for both. Case method teachers learn to balance planning and spontaneity. In practice, they pursue opportunities and "teachable moments" that emerge throughout the discussion, and deftly guide students toward discovery and learning on multiple levels. The principles and techniques are developed, Christensen says, "through collaboration and cooperation with friends and colleagues, and through self-observation and reflection."

This section of the Christensen Center website explores the Case Method in Practice along the following dimensions:

• Providing Assessment and Feedback

Each subsection provides perspectives and guidance through a written overview, supplemented by video commentary from experienced case method instructors. Where relevant, links are included to downloadable documents produced by the Christensen Center or Harvard Business School Publishing. References for further reading are provided as well.

An additional subsection, entitled Resources, appears at the end. It combines references from throughout the Case Method in Practice section with additional information on published materials and websites that may be of interest to prospective, new, and experienced case method instructors.

Note: We would like to thank Harvard Business School Publishing for permission to incorporate the video clips that appear in the Case Method in Practice section of our website. The clips are drawn from video excerpts included in Participant-Centered Learning and the Case Method: A DVD Case Teaching Tool (HBSP, 2003).

Christensen Center Tip Sheets

• Characteristics of Effective Case Method Teaching
• Elements of Effective Class Preparation
• Guidelines for Effective Observation of Case Instructors
• In-Class Assessment of Discussion-Based Teaching
• Questions for Class Discussions
• Teaching Quantitative Material
• Strategies and Tactics for Sensitive Topics

Curriculum Innovation

The case method has evolved so students may act as decision-makers in new engaging formats:

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Multimedia cases, ideo: human-centered service design.

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Please note you do not have access to teaching notes, learning and training in organizations: the case-method teaching approach.

Human Resource Management International Digest

ISSN : 0967-0734

Article publication date: 29 July 2019

Issue publication date: 29 July 2019

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Traditional teaching methods have limitations in expecting learners to be passive recipients, and do not take individual differences of either instructor or learner into account. Active teaching methods, such as case-method teaching (CMT) require learners to be more active and dynamic, engaging with real-world case studies, analyzing and problem-solving. The CMT method offers flexibility matching learning and teaching styles of participants. This method has advantages working with potential challenges and opportunities for organizations, empowering staff and bridging the gap between theoretical knowledge and reality.

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The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

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(2019), "Learning and training in organizations: The case-method teaching approach", Human Resource Management International Digest , Vol. 27 No. 5, pp. 27-29. https://doi.org/10.1108/HRMID-05-2019-0146

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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.

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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

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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.

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• 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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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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Case method (or case studies) are used extensively from elementary schools through graduate education (the Harvard Business School MBA program relies on them extensively). Here you'll find help in designing cases, using them effectively as instructional tools, strengths and weaknesses, and even instructions for learners.

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Home » Management Case Studies » Case Study of Nestle: Training and Development

Case Study of Nestle: Training and Development

Nestle is world’s leading food company, with a 135-year history and operations in virtually every country in the world. Nestle’s principal assets are not office buildings, factories, or even brands. Rather, it is the fact that they are a global organization comprised of many nationalities, religions, and ethnic backgrounds all working together in one single unifying corporate culture .

Culture at Nestle and Human Resources Policy

Nestle culture unifies people on all continents. The most important parts of Nestle’s business strategy and culture are the development of human capacity in each country where they operate. Learning is an integral part of Nestle’s culture. This is firmly stated in The Nestle Human Resources Policy, a totally new policy that encompasses the guidelines that constitute a sound basis for efficient and effective human resource management . People development is the driving force of the policy, which includes clear principles on non-discrimination, the right of collective bargaining as well as the strict prohibition of any form of harassment. The policy deals with recruitment , remuneration and training and development and emphasizes individual responsibility, strong leadership and a commitment to life-long learning as required characteristics for Nestle managers.

Training Programs at Nestle

The willingness to learn is therefore an essential condition to be employed by Nestle. First and foremost, training is done on-the-job. Guiding and coaching is part of the responsibility of each manager and is crucial to make each one progress in his/her position. Formal training programs are generally purpose-oriented and designed to improve relevant skills and competencies . Therefore they are proposed in the framework of individual development programs and not as a reward.

Literacy Training

Most of Nestle’s people development programs assume a good basic education on the part of employees. However, in a number of countries, we have decided to offer employees the opportunity to upgrade their essential literacy skills. A number of Nestle companies have therefore set up special programs for those who, for one reason or another, missed a large part of their elementary schooling.

These programs are especially important as they introduce increasingly sophisticated production techniques into each country where they operate. As the level of technology in Nestle factories has steadily risen, the need for training has increased at all levels. Much of this is on-the-job training to develop the specific skills to operate more advanced equipment. But it’s not only new technical abilities that are required. It’s sometimes new working practices. For example, more flexibility and more independence among work teams are sometimes needed if equipment is to operate at maximum efficiency .

“Sometimes we have debates in class and we are afraid to stand up. But our facilitators tell us to stand up because one day we might be in the parliament!” (Maria Modiba, Production line worker, Babelegi factory, Nestle South Africa).

Nestle Apprenticeship Program

Apprenticeship programs have been an essential part of Nestle training where the young trainees spent three days a week at work and two at school. Positive results observed but some of these soon ran into a problem. At the end of training, many students were hired away by other companies which provided no training of their own.

“My two elder brothers worked here before me. Like them, for me the Nestle Apprenticeship Program in Nigeria will not be the end of my training but it will provide me with the right base for further advancement. We should have more apprentices here as we are trained so well!” (John Edobor Eghoghon, Apprentice Mechanic, Agbara Factory, Nestle Nigeria) (adsbygoogle = window.adsbygoogle || []).push({}); “It’s not only a matter of learning bakery; we also learn about microbiology, finance, budgeting, costs, sales, how to treat the customer, and so on. That is the reason I think that this is really something that is going to give meaning to my life. It will be very useful for everything.” (Jair Andres Santa, Apprentice Baker, La Rosa Factory Dosquebradas, Nestle Columbia).

Local Training

Two-thirds of all Nestle employees work in factories, most of which organize continuous training to meet their specific needs. In addition, a number of Nestle operating companies run their own residential training centers. The result is that local training is the largest component of Nestle’s people development activities worldwide and a substantial majority of the company’s 240000 employees receive training every year. Ensuring appropriate and continuous training is an official part of every manager’s responsibilities and, in many cases; the manager is personally involved in the teaching. For this reason, part of the training structure in every company is focused on developing managers own coaching skills. Additional courses are held outside the factory when required, generally in connection with the operation of new technology.

The variety of programs is very extensive. They start with continuation training for ex-apprentices who have the potential to become supervisors or section leaders, and continue through several levels of technical, electrical and maintenance engineering as well as IT management. The degree to which factories develop “home-grown” specialists varies considerably, reflecting the availability of trained people on the job market in each country. On-the-job training is also a key element of career development in commercial and administrative positions. Here too, most courses are delivered in-house by Nestle trainers but, as the level rises, collaboration with external institutes increases.

“As part of the Young Managers’ Training Program I was sent to a different part of the country and began by selling small portions of our Maggi bouillon cubes to the street stalls, the ‘sari sari’ stores, in my country. Even though most of my main key accounts are now supermarkets, this early exposure were an invaluable learning experience and will help me all my life.” (Diane Jennifer Zabala, Key Account Specialist, Sales, Nestle Philippines). “Through its education and training program, Nestle manifests its belief that people are the most important asset. In my case, I was fortunate to participate in Nestle’s Young Managers Program at the start of my Nestle career, in 1967. This foundation has sustained me all these years up to my present position of CEO of one of the top 12 Nestle companies in the world.” (Juan Santos, CEO, Nestle Philippines)

Virtually every national Nestle company organizes management-training courses for new employees with High school or university qualifications. But their approaches vary considerably. In Japan, for example, they consist of a series of short courses typically lasting three days each. Subjects include human assessment skills, leadership and strategy as well as courses for new supervisors and new key staff. In Mexico, Nestle set up a national training center in 1965. In addition to those following regular training programs, some 100 people follow programs for young managers there every year. These are based on a series of modules that allows tailored courses to be offered to each participant. Nestle India runs 12-month programs for management trainees in sales and marketing, finance and human resources, as well as in milk collection and agricultural services. These involve periods of fieldwork, not only to develop a broad range of skills but also to introduce new employees to company organization and systems. The scope of local training is expanding. The growing familiarity with information technology has enabled “distance learning” to become a valuable resource, and many Nestle companies have appointed corporate training assistants in this area. It has the great advantage of allowing students to select courses that meet their individual needs and do the work at their own pace, at convenient times. In Singapore, to quote just one example, staff is given financial help to take evening courses in job-related subjects. Fees and expenses are reimbursed for successfully following courses leading to a trade certificate, a high school diploma, university entrance qualifications, and a bachelor’s degree.

International Training

Nestle’s success in growing local companies in each country has been highly influenced by the functioning of its International Training Centre, located near company’s corporate headquarters in Switzerland. For over 30 years, the Rive-Reine International Training Centre has brought together managers from around the world to learn from senior Nestle managers and from each other.Country managers decide who attends which course, although there is central screening for qualifications, and classes are carefully composed to include people with a range of geographic and functional backgrounds. Typically a class contains 15—20 nationalities. The Centre delivers some 70 courses, attended by about 1700 managers each year from over 80 countries. All course leaders are Nestle managers with many years of experience in a range of countries. Only 25% of the teaching is done by outside professionals, as the primary faculty is the Nestle senior management. The programs can be broadly divided into two groups:

• Management courses: these account for about 66% of all courses at Rive-Reine. The participants have typically been with the company for four to five years. The intention is to develop a real appreciation of Nestle values and business approaches. These courses focus on internal activities.
• Executive courses: these classes often contain people who have attended a management course five to ten years earlier. The focus is on developing the ability to represent Nestle externally and to work with outsiders. It emphasizes industry analysis, often asking: “What would you do if you were a competitor?”

Nestle’s overarching principle is that each employee should have the opportunity to develop to the maximum of his or her potential. Nestle do this because they believe it pays off in the long run in their business results, and that sustainable long-term relationships with highly competent people and with the communities where they operate enhance their ability to make consistent profits. It is important to give people the opportunities for life-long learning as at Nestle that all employees are called upon to upgrade their skills in a fast-changing world. By offering opportunities to develop , they not only enrich themselves as a company, they also make themselves individually more autonomous, confident, and, in turn, more employable and open to new positions within the company. Enhancing this virtuous circle is the ultimate goal of their training efforts at many different levels through the thousands of training programs they run each year.

External Links:

• Employee and Career Development (Nestle Global)

Related posts:

• Case Study of Dell: Employee Training and Development
• Case Study of IBM: Employee Training through E-Learning
• Case Study: Nestle’s Growth Strategy
• Role of Case Studies in Employee Training and Development
• Different Employee Training and Development Methods
• Training and Development – Meaning, Definition and Need
• Skill Development Training Methods
• Four Major Theories of Training and Development
• HRM Functions: Training and Management Development
• Outsourcing of Training and Development

4 thoughts on “ Case Study of Nestle: Training and Development ”

Very nice case study

one question, when is this case study published? please ,thank you. i am doing this for final year project. as references

Post date: 03-09-2010

How does Nestle evaluate the effectiveness of training programs? Explain your reasons

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Case Study Research Method in Psychology

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

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

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

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

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

On This Page:

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

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

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

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

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

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

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

 Famous Case Studies

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

Clinical Case Studies

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

Child Psychology Case Studies

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

Types of Case Studies

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

Where Do You Find Data for a Case Study?

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

1. Primary sources

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

2. Secondary sources

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

3. Archival records

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

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

4. Organizational records

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

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

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

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

How do I Write a Case Study in Psychology?

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

1. Introduction

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

2. Case Presentation

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

3. Management and Outcome

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

4. Discussion

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

5. Additional Items

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

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

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

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

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

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

Limitations

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Further Information

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

Related Articles

Research Methodology

Qualitative Data Coding

What Is a Focus Group?

Cross-Cultural Research Methodology In Psychology

What Is Internal Validity In Research?

Research Methodology , Statistics

What Is Face Validity In Research? Importance & How To Measure

Criterion Validity: Definition & Examples

Information Saves Lives | Internews

The power of monitoring & evaluation for digital security training: a case study from the journalist security fellowship, written by okthanks in collaboration with the journalist security fellowship project.

Digital security training is a critical activity for journalists and activists. With online attacks, harassment, surveillance and censorship on the rise, it’s increasingly important to both raise awareness among those affected and to equip them with tools and techniques to ensure they can effectively do their jobs.

Digital security training is led by many different stakeholders who reside as trusted leaders in their communities and among their networks. Training is subject to look very different depending on where participants live and work. Their context, along with their exposure to risk, greatly influence what type of training they need. 

Training is often procured in partnership with an organization who can provide guidance, training material, and capacity building for trusted leaders. This partnership is a continual learning process, and the sponsors and trainers alike need to evaluate the effectiveness of the work. Monitoring and evaluation (M&E), are integral parts of program management. M&E functions to:

• Help trusted community leaders develop professionally in their skills to train diverse participants in ever-changing digital security contexts; and
• Help organizations build stronger programs and secure funding for continued work.

From late 2022 through 2023, Okthanks partnered with Internews’ Journalist Security Fellowship (JSF) to bring refreshed thinking to traditional practices of Monitoring and Evaluation (M&E). The case study that follows will give insight into the thinking behind a M&E methodology used for scenario-based digital security trainings conducted under JSF, a program focused on increasing the adoption of digital safety practices among journalists in Central and Southeastern Europe (this case study will focus solely on activities in Albania, Bulgaria, and Croatia). It also provides a summary of the details with links to the complete reusable resource.

Case Study: Measuring the Effectiveness of the Journalist Security Fellowship (JSF) Trainings

Sixteen fellows from Albania, Bulgaria, and Croatia were sponsored by Internews to bring digital safety training to journalists in their communities through JSF. The overall objective of the program was to increase the adoption of digital safety practices among journalists in these countries, helping them become safer and more effective in their jobs. The fellows were trained in facilitating scenario-based training methodologies including tabletop scenario exercises (designed by the fellows themselves), a virtual reality (VR) scene simulating digital security challenges during cross-border travel, and a technical simulation using Canary Tokens to imitate malware. The fellows then organized and facilitated scenario-based trainings for other journalists in their communities. With guidance from Internews, fellows were responsible for collecting M&E data on their trainings and integrating learnings to improve upon their trainings.

With an aim to increase adoption of improved digital security practices among training participants, the main indicator selected to evaluate the program was: the % of participants who reported adopting digital safety practices after the training .

An example of the data collected by a fellow and used by the JSF program team to evaluate the effectiveness of training is outlined in the table below. In addition to this data, fellows were encouraged to document other insights observed and generated from the M&E activities in a narrative report. Details on which practices were and were not adopted by participants were also collected and shared.

Evaluation Data

Objectives of the m&e approach.

Several objectives guided the development of the JSF M&E approach for scenario-based trainings. First, however, the design needed to overcome the hurdles presented by traditional M&E methods for data collection. Namely:

• The difficulty in collecting longer-term data and learnings on adopted practices/behaviors
• Survey fatigue and low survey response rates
• Concerns about how usable methodologies are for fellows conducting M&E

Further, with traditional methods, the team saw missed opportunities in M&E to integrate into and enhance follow-on activities. Knowing these hurdles and anticipating potential opportunities, the design aimed to strike a balance between the ease of implementing a plan and the ability to gather rich and relevant information. The primary objectives are outlined below, along with a summary of how they were addressed.

Objective 1: Try out new ways to collect long-term data

Following up with participants after a training session can be difficult. Historically, it has been a challenge for trainers to get responses to a follow-up survey from participants afterward. Follow-up interviews, another plausible approach, are effective but often require substantial investment to facilitate and procure. To understand if digital safety practices are adopted, it’s required to engage with participants again after the training. The approach needed to explore alternative methods.

How it was addressed: The team and fellows considered structuring the training sessions into two parts: to have two in-person sessions. However, it was going to be difficult for everyone to implement within the program constraints. Instead, fellows suggested using Signal groups to connect with participants online after the training is over. Inspired by this notion, the M&E approach includes an Online Follow Up as a core component. The Online Follow Up sets the stage for trainers to ask participants questions 3 weeks after the training.

Objective 2: Increase participation

As mentioned above, participation in surveys and interviews after the training is a persistent challenge. With post-training surveys specifically, the team has acknowledged that they have the tendency to trend toward bias, as it’s usually only the people that had a good experience that decide to fill out a follow-up survey. 

How it was addressed: In order to increase participation and responses from everyone in the training, M&E activities were integrated as core training components. The approach aimed to create activities that were implementable within the in-person training time, or as an extension of the training itself via the Online Follow Up. While participation in the Online Follow Up is optional, its purpose was to create a space that offered value to participants, rather than strictly serving the purpose of M&E needs, like typical surveys do.

Objective 3: Motivate participants to engage in the topics beyond the training

Engaging in the topic beyond the training is crucial for the program to be successful in helping journalists adopt new practices. While some light touch digital safety practices can be easily adopted in the training itself, many require making adjustments to how an individual or organization functions over time. Further, for the purpose of M&E, collecting long-term data requires following up with participants at least a few weeks following the training.

How it was addressed: In order to motivate participants to engage again beyond the training, the topic had to become important to them. As part of the M&E approach, a writing exercise is used to help participants discover and define for themselves why digital safety is important for them on a personal level. 

Without consequence or priority assigned to a choice, it’s unlikely that any change or uptake of a new practice will happen. The strategy behind the writing exercise was simple: to help participants set digital safety as a priority by helping them realize what it can do for them. 

Following this, trainers were encouraged to establish Signal groups or alternative online spaces to connect with participants after the training through the Online Follow Up. These groups help trainers be more effective. They give them space to reinforce the concepts and skills taught, to answer questions and to provide additional resources. They also serve as a place for participants to connect with each other.

The development of the M&E approach was guided by three objectives:

• Try out new ways to collect long-term data
• Increase participation; and
• Motivate participants to engage in the topic beyond the training

With this, the team saw an opportunity to use M&E to integrate into and enhance the overall training. The next section outlines how M&E was integrated into the training and dives into the activities for data collection.

M&E for JSF

Each JSF training was unique due to the way the fellow defined the learning objectives for the training. Learning objectives are specific, measurable statements that clearly define what learners will know, understand, or be able to do as a result of a training program. They provide a clear direction for both teaching and assessment. For this set of trainings, fellows selected the scenario-based activities to use along with the topics they would focus on and 3-5 corresponding skills. The learning objectives set the course for the training. With an M&E goal to collect long-term data, the data collected by the follow-up questions were tailored around learning objectives. 

While unique in their learning objectives, JSF trainings shared a typical structure. The M&E activities were integrated as you can see in the outline below.

• Introduction: Overview of the agenda, learning objectives, etc.
• Conducting Training Activities: Scenario-based training activities and traditional training on digital security concepts 
• Feedback on the scenario-based training method (M&E)
• Writing Exercise (M&E)
• Online Follow Up (M&E)

Let’s dive into the three M&E activities. 

1: Feedback on Scenario-Based Training Methods

Short description: A brief survey that can take place in the physical space of the training just before or during a break.

Objective: Get insight into how useful the training method was in helping people learn about digital safety.

When it happens: During the training

A simple wall survey during the training can lend a lot of insight and be easy to integrate. To get feedback on how well the scenario-based training technique was received, participants take a 5 minute break (perhaps before a coffee break) and rate their experience. The objective of this activity is to learn from participants about how useful the scenario-based training method (VR scenario, tabletop scenario exercises, technical simulation) was for them in learning digital safety information. The visual below demonstrates one way to conduct this survey using post-it notes.

2: Writing Exercise

Short description: 10-15 minute exercise where participants are asked to write a reflection in response to 3-4 prompts.

Objective: To personalize the topic. To help people identify why it matters for them.

Note: We also used this exercise as an opportunity to help trainers define actionable steps. 

The writing exercise is an activity for trainers to coach participants in finding their why ; to define for themselves what digital safety can do for them. The prompts below are used by trainers to facilitate:

• Think about what you just experienced and/or learned in this training. Which part of it applies to you? 
• How will you use what you learned today in your life?
• In which situations will it be important for you to use something you learned about digital security? 
• Next, share: One step you can take after today’s training to improve your digital safety.

Here’s an example response:

There are several tips (practices) I can implement in my habits and in the ways I use my phone and computer that can not only help keep me safe, but also make me more effective and build trust with my contacts. The most relevant thing for me to do is to use Signal when I can to communicate. Then find ways to anonymize the contacts I talk to over text, email and WhatsApp. One step I will take is to…Try to anonymize the contacts I have in my phone that I can’t communicate with via Signal.

3: Online Follow Up

Short description: An extension of the training

Objective: To create a place for trainers to share additional information, to answer questions from participants, and to ask participants follow up questions about adopted practices.

When it happens: Just after the training and 3 weeks after training

The follow up channel is an online space (for example, a Signal group chat) for trainers to connect with participants, share resources, and answer questions after the training. Beyond providing further assistance, the purpose of this space is to expose participants to the information again and to make it easy for them to take action on the digital safety practices. Lastly, the follow up channel is a launchpad to facilitate online polls in the weeks or months following training, which can help in gathering long-term post training outcome data. 

A conversation guide was provided for fellows. It contains sample language for trainers to use to check-in with participants, remind them of practices they can adopt, and to run polls. The table below shows an example of what’s provided in the full resource. It represents a small subset of the guide. The guide also includes a complimentary ‘Digital Safety Rocks’ illustration pack that’s filled with images that can be sent with the messages to make the follow-up experience more engaging.

For more details on the recommendations for hosting a follow up channel and poll after a training, refer to the Follow Up Guide (available for download on this page). It was developed for the JSF program, but can easily be adapted for any digital security training.

This JSF M&E approach for scenario-based training was implemented by 16 fellows in 17 sessions for 139 journalists and journalism students in Albania, Bulgaria, and Croatia. It was designed to be easily implemented and integrated as a core programming element. It aims to overcome the existing challenges of traditional methods. It is intended to upskill trainers and help them learn how and where to improve, while simultaneously giving sponsors reporting data and confidence to evaluate and make decisions about the program.

Additional Resources:

• Monitoring and Evaluation for Digital Security Training : This report contains the STAR Framework (page 59), a comprehensive guide for program managers and trainers to formulate a tailored M&E plan. This plan along with the research was the original source of knowledge and inspiration for the JSF fellowship M&E approach for scenario-based training.

Training Structure and Materials Guide

Follow Up Guide

Download Sample M&E Guidance Materials

• Open access
• Published: 26 May 2024

Effect of standardized patient simulation-based pedagogics embedded with lecture in enhancing mental status evaluation cognition among nursing students in Tanzania: A longitudinal quasi-experimental study

• Violeth E. Singano 1 ,
• Walter C. Millanzi 1 &
• Fabiola Moshi 1  

BMC Medical Education volume  24 , Article number:  577 ( 2024 ) Cite this article

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Nurses around the world are expected to demonstrate competence in performing mental status evaluation. However, there is a gap between what is taught in class and what is practiced for patients with mental illness among nursing students during MSE performance. It is believed that proper pedagogics may enhance this competence. A longitudinal controlled quasi-experimental study design was used to evaluate the effect of using standardized patient simulation-based pedagogics embedded with a lecture in enhancing mental status evaluation cognition among nursing students in Tanzania.

A longitudinal controlled quasi-experimental study design with pre-and post-test design studied 311 nursing students in the Tanga and Dodoma regions. The Standardized Patient Simulation-Based Pedagogy (SPSP) package was administered to the intervention group. Both groups underwent baseline and post-test assessments using a Interviewer-adminstered structured questionnaire as the primary data collection tool, which was benchmarked from previous studies. The effectiveness of the intervention was assessed using both descriptive and inferential statistics, specifically the Difference in Difference linear mixed model, and the t-test was carried out using IBM Statistical Package for Social Science (SPSS) software, version 25.

The participant’s mean age was 21 years ± 2.69 with 68.81% of the students being female. Following the training Students in the intervention group demonstrated a significant increase in MSE cognition post-test, with an overall mean score of ( M ± SD  = 22.15 ± 4.42;p = < 0.0001), against ( M ± SD  = 16.52 ± 6.30) for the control group.

A significant difference exists in the levels of cognition, among nursing students exposed to Mental Status Evaluation (MSE) materials through Standardized Patient Simulation-Based Pedagogy (SPSP) embeded with lectures. When MSE materials are delivered through SPSP along with lectures, the results are significantly superior to using lectures pedagogy alone.

Peer Review reports

Introduction

The most prominent and dominant strategy used to diagnose a mental health problem in a clinical setting is Mental status evaluation MSE [ 1 ]. The type of diagnosis is based on the chief signs and symptoms, and treatment is agreed upon accordingly. The MSE is data received using information gathered by the psychiatrist, clinician, and nurse from direct inquiries and passive assessment during the interview to determine the patient’s actual mental state. The purpose of evaluating the range of mental functions and behaviors at a particular moment gives crucial information for diagnosis and determining the disease’s severity, trajectory, and responsiveness to treatment. Countries such as the U.S. practice mental status evaluation as a diagnostic tool for the diagnosis of mental illness, and the rest of the world uses similar cataloging from the American Psychiatric Association [ 2 ]. Nursing students are expected to demonstrate competence in performing mental status evaluation. However, there is a gap between what is taught in class and what is practiced for patients with mental illness among nursing students during MSE performance. Classroom and clinical pedagogies, such as lecture role play and demonstrations, are implemented to facilitate MSE competencies among nursing students [ 3 ]. Scholars have reported conventional pedagogics such as lectures, demonstrations, and portfolios to be dominantly used in facilitating MSE learning among nursing students [ 4 ]. The predominant use of conventional pedagogy has been linked to anxiety, frustration, stress, and fear in nursing students when they encounter mentally ill patients during their clinical rotation [ 5 , 6 ].

Educators and health workers argue that these abilities are inadequate to provide evidence-based mental health nursing care. They may thus lead to prolonged hospital stays, remissions, drug-resistant and long-term adverse drug effects in mentally ill patients [ 7 ]. The study was conducted on the practices of the nursing students throughout clinical teaching in mental health hospitals and stated that there is a mismatch between theory and practice, insufficient instruction approaches, and an absence of person-mode nurses and coaching staff to facilitate MSE learning for nursing students appropriately [ 8 ]. A study by [ 9 ] on designing instruction to teach MSE reported that nursing students who taught MSE using conventional clinical pedagogics demonstrated inabilities to diagnose patient conditions plan patient care, prevent injury to patients and others, and provide specific management. Moreover, findings from [ 10 ] on the discrepancy between what occurs internally and externally in student mental health nursing showed a significant mismatch between theoretical mental health content knowledge and practical skills when nursing students are developed using conventional clinical pedagogy.

International and national organizations respond to Sustainable Development Goal number four, target number four (SDG), by emphasizing training institutions and teaching hospitals to adopt and implement innovative pedagogics in facilitating MSE learning for learners [ 11 ]. The incorporation of standardized patient simulation-based pedagogy (SPSP) as suggested by other scholars [ 12 , 13 ], appears to demonstrate academic potential, such as enhancing learners’ cognitive and empowering them with self-efficacy when performing MSE. Simulation offers a chance to make cases more challenging without endangering clients, families, or students, as nursing students in clinical practice are frequently tasked with working with amicable and amenable clients and families [ 14 ]. The SP comes to life in front of the learners in the state-of-the-art lab. Students can practice their diagnosis and develop therapeutic clinical expertise in the laboratories, which are offered in a friendly environment [ 15 ].

Similarly, a pilot study using a mixed method was done in Baccalaureate nursing education in the US to examine the use of SPSP compared with the traditional hours used for learning mental health, showing nursing students who received SPSP showed increased confidence and cognition about mental health by 25% compared to traditional hours [ 16 ]. Good MSE cognition among nursing students may ultimately lead to timely and appropriate diagnosis and, thus, positive mental health outcomes for mental illness patients. While the adoption and implementation of SPSP are popular in other countries, published scholarly works are scarce about it in clinical nursing education for MSE cognition among nursing students in Tanzania. It may be time to invest in research about the effect of SPSP embedded with lecture on enhancing MSE cognition among nursing students in this country.

Method and materials

The methodology of this study complied with national and international research ethics. Moreover, the study was conducted by the University of Dodoma’s institutional postgraduate guidelines and standards.

The purpose of the current research was to evaluate the impact of standardized patient simulation-based pedagogy (SPSP) linked with lectures on mental status evaluation cognition among nursing students in Tanzania. To accomplish this, a longitudinal quasi-experimental study design was implemented.

Study population

The target demographic was made up of students enrolled in diploma nursing programs in the regions of Tanga and Dodoma. The study involved 311, diploma nursing students (the age between 16 and 32 years). The reason for selecting middle college nursing students is that they constitute a big population of the future nursing force, which is expected to deliver nursing mental health services in the peripheral community. This study believed that skills provided to the nursing students were beneficial for them since it is targeted to be delivered to the large population for timely diagnosis of mental illness disorders, which most of the population are living in remote areas with inadequate mental health services.

Sampling procedure and technique

The purposive sampling technique was used to sample nursing schools from two regions, 5 nursing schools from Dodoma Central zone and 2 nursing schools from Tanga in the Northern zone, where 311 nursing students sampled and (109) were in the intervention group and (202) nursing students were in the control group then the proportional calculation was done to get the required number of participant’s in each nursing school whereby the simple random sampling were done to select the requires number of participants in each class. After being explained the purpose, and benefit of this study, nursing students who were willing to participate in this study and signed the written informed consent form were included in this study.

Proportional for the intervention group

Whereby n = Total number of sample sizes for each group whether interventional Control croup.

N = Total number of students in both classes.

Nh = Total number of students in each class.

Two nursing schools from Tanga were Tanga College of Health and Allied Sciences (TACOHAS) with a total number of students of 97, college A, and Korogwe Nursing Training Center (KNTC) with a total number of students of 71, college B.

The proportion for college A;

Nh = 97 and 71.

nA = (109/168) 97 = 63.

Therefore, the number of participants in College A was 63.

nB = (109/168) 71 = 46.

Therefore, the number of participants in College B was 46 (making a total sample size of 109 for the intervention group).

The proportion for the control group in the Dodoma region

Five colleges offering Diplomas in nursing from Dodoma are DECCA College of Health and Allied Sciences (DECCA COHAS) with a total number of nursing students 60; Dodoma Institute of Health and Allied Sciences (DIHAS) with a total number of nursing students 81; Saint John’s University with a total number of nursing students of 45; Mvumi Institute of Health and Allied Sciences (MIHAS) with a total number of students of 19; Kondoa School of Nursing with a total number of 47;

Total number of students = 252.

nC = (217/252) 60 = 52.

nD = (217/252) 81 = 70.

nE = (217/252) 45 = 39.

nF = (217/252) 19 = 16.

nG = (217/252) 47 = 40.

Which makes a total sample size of 217.

The required number of participants was obtained through proportional calculation. To select participants, a simple random sampling method was employed by listing the names of students on pieces of paper. The selection was made by choosing participants for every 10th number on the list until the required number was reached, Fig.  1 illustrates this. To prevent contamination, interventional and control groups were assigned to different regions, and participants were not informed about the other study sites. Additionally, the researcher’s assistant was kept unaware of whether participants were part of the control or intervention groups.

Study design flow diagram Source: Study plan (2022)

Sample size estimation

The sample size n for this study was determined using WinPepi software version 11.65 [ 17 ]. Findings from the study on simulation-based learning in psychiatry for undergraduates at the University of Zimbabwe Medical School [ 18 ] showed a pre-session mean score of 15.90 and a post-session mean score of 20.05. With a sample size of the effect size of 2, a significance of 95% confidence interval of 5% significance level, and a power of the study of 80%, the ratio of the sample size B: A is a ratio of 1:2.As shown in Fig.  2 , therefore, sample size (n) = 326 Participants (109 in A and 217 in B). This program has been used by different scholars and reported to have statistical validity and reliability in studies [ 19 , 20 , 21 ].

Source: Study plan (2022)

WinPepi program for sample size calculation.

Data collection procedure

After obtaining the necessary permissions, an available classroom was designated for the study. The Principal Investigator then introduced the study’s objectives to the participants. Once informed consent was obtained, the students were seated in separate chairs to prevent any potential copying or sharing of responses. Data collection was carried out by interviewer-administered structured questionnaire, with the trained researcher’s trainer. The Principal Investigator was present to provide clarifications when necessary. Once completed, the questionnaires were collected by the trained researcher trainer and securely stored in a locked cupboard by the Principal Investigator.

Data collection tool

This study employed a standardized structured questionnaire benchmarked from previous studies [ 22 ] with 33 items modified from a literature review. The adopted questionnaire for cognition has a test re-test approach which is used to assess the dependability of the study instrument (alpha reliability = 0.770, test-re-test reliability = 0.880). Therefore, the questionnaires used for data collection in this study consisted of two parts: Part “A” collected demographic characteristics profiles of the study participants, Part “B” assessed participants’ MSE cognition (28 items),

Nursing professionals were given the first draft of the instrument, and they were asked to reply to the open-ended questions, propose any changes they believed should be made, and suggest any additional items they thought should be added. Items having a relevancy score of less than 0.7 were removed, and adjustments to the wording were made to the expert’s suggestions. For face and construct validity, a preliminary draft was examined by a second nursing expert from a nursing faculty. Students in their second year of nursing ( n  = 33) provided comments on the tool’s usefulness. After comments from the experts and the nursing students, there were 5 questions from cognition questions that lacked face validity or content validity were removed. A total of 28 questions on cognition remain.

Reliability

To verify the tool’s capabilities for producing the expected results, a pilot study of 10% of the sample size was conducted. The statistical program for the Social Solution (SPSS) software version 25 was used to scale the results from the pilot study. The overall Cronbach’s alpha of cognition was 0.736. As recommended by previous scholars, a Cronbach’s Alpha (α) of ≥ 0.7 was considered a significantly reliable tool for the actual field data collection.

Variable measurement

A structured questionnaire benchmarked from previous studies was used to measure the variable pre- and post-intervention to test cognition. Cognition of MSE was measured using multiple-choice open-ended questions for baseline assessment and immediate 1-week post-intervention, the test had 28 questions for assessing MSE cognition with three domains including (2-questions) on the concept of MSE, (4-questions) on the content of MSE and (22-questions) on MSE implementation. Scores per each correct response ranged from ֞ 0 ֞ point for a wrong response to.

֞ 1 ֞ point for a correct response, and the highest score of MSE cognition were computed as a sum of each item, then cognition was explained as ֞ adequate cognition ֞ for participants who scored 50% and above, and the lowest score was explained as ֞ inadequate cognition ֞ for participants who scored < 50%. The domain of MSE cognition was also measured separately based on the total score that the nursing students scored out of the total score assigned to each domain then, the mean difference between the two groups was measured using a paired t-test.

The SPSP intervention

Table  1 shows the prescription of the intervention training. The intervention took 4 weeks to facilitate both MSE theory and practice. Topics of the MSE materials included a definition of MSE and steps in performing MSE to identify a client with mental illness. Two sessions were conducted in a week, lasting 120 min each. They were facilitated during the morning hours and were negotiated with the principles of the respective colleges. Two sessions were implemented to cover the MSE theoretical and practical sessions, respectively. Both English and Swahili were used alternatively at the convenience of research trainers and participants. The intervention group learned MSE using an SPSP embedded with a lecture compared to the control group, which learned the same MSE materials using lectures and real patient pedagogies. The rationale behind choosing these two approaches was to assess the impact of the intervention on two groups : those who were exposed to the MSE materials via SPSP embedded with lecture and went on to the skills laboratory to interview the SP who is trained and coached to portray sign and symptoms of mental illness, and those who were exposed through MSE lecture methods and actual patients in general medical wards without symptoms of mental illness. Upon completion of the data analysis, a comparison was made between the subjects who were exposed to the MSE materials through SP and the subjects who were exposed to the actual patient who did not exhibit any symptoms of mental illness. Before the intervention, participants in both groups were matched in their sociodemographic profiles, such as age, sex, education level, entry qualification, and marital status, to ensure their similarities before intervention. Pre-tests were then administered to participants to establish their baseline MSE cognition.

The MSE intervention focused on the area where nursing students struggled with technique questions to assess and determine if the patient exhibited the characteristics of hallucination, illusion, delusion, derealization, depersonalization, and insight, terms that can used commonly. To help nursing students understand that what the patient demonstrated or explained reflected the question asked, that failing to probe precisely what the patient was experiencing may lead to the wrong MSE conclusion, and that the SP was trained to answer the questions asked to reflect the reality of what the patient was suffering from, how these questions were asked was given more consideration.

Recruitment and training of SP and research trainers

Training of sp.

Professional actors who know mental health, work at a mental health facility, or have a family relative who has a mental illness, or encountered a person with a mental health problem and who were willing to help the student learn and be able to retain the script of the scenario was recruited as SP. Principles for preparing SPSP were found in the association of Standardized patient education standards, and practice [ 23 ] was applied to ensure SPSP is a safe work environment and training for role portray and feedback to students during debriefing. The agreed-upon formula, primary goals, duties, materials, and structure of the mental health scenario were covered during a weekly 2-hour training class. This class included instruction on scenario reading, guidance in verbal interaction techniques, input on the scenario, debriefing strategies, and discussions on how to reduce learner anxiety during the simulation experiences.

Before the rehearsal, each SP was provided with a scenario that outlined the signs and symptoms of a mentally ill patient. This scenario encompassed the various domains of MSE, with specific questions and answers to which the SP was required to respond in each domain. Emphasis was placed on the domains that nursing students commonly encountered difficulties with during mental status evaluation and clinical practice. For instance, they were trained on how to assess mood and affect, illusions and hallucinations, depersonalization and derealization, orientation, memory, intelligence, insight, and judgment. However, not all SPs were required to portray all domains of symptoms. This is because it’s uncommon for one patient to exhibit all possible symptoms simultaneously. Additionally, having all the symptoms portrayed by the SPs might lead to an exaggeration of the true symptoms of a real patient.

The SPs were thoroughly rehearsed using scenario scripts, and the research team, mental health experts, and nurse tutors who specialize in teaching mental health subjects reviewed their performances. The portrayal of the client’s character was observed, and the experts addressed any areas that required clarification or correction. Out of the four SPs who were willing to participate in this study, two were able to effectively portray the signs and symptoms of a mentally ill patient and were selected for the actual fieldwork implementation.

Implementation of MSE materials in an SPSP

Nursing students were assigned to the interventional group (typical education plus SPSP), which first completed both pre-tests before getting intervention. The MSE lecture method was taught to the students on the first day of the training by the researcher trainers focused on the definition of MSE, steps on performing MSE, and how to perform MSE to identify patient with mental illness disordes. The nursing students were then introduced to the simulation on the following day, and they were informed that the simulation would take place in a skills laboratory, nursing students were invited to the prepared skills laboratory, Students were seated on the semi-cycle sitting plan for easy visualization of the simulation, and then SP together with the nursing student who acted as a nurse were seated at the center and the researcher trainer was there to provide any assistance needed by students during simulation. Interventional students participated in two-hour simulation sessions, with a break in between to prevent student fatigue. Each group consisted of 5 to 8 students. Following the simulation pre-briefing on the scenario was done by the researcher trainer to make sure that they understood the whole simulation process, and SPSP orientation was included in each simulation. Thereafter each nursing student was provided with a checklist of the MSE categories to make a follow-up to what had been assessed during the simulation. SP was brought to the skills laboratory by his relatives dressed in dirty loose- jogging tracksuits and his hair was messy with a history of abnormal behavior characterized by abusive language, over-talkative, threatening his mother and others, reduced sleep during the night, grandiose delusion, persecutory delusion and hearing unknown voices, one nursing student was chosen from the class for each simulation to play the nurse role on how to perform MSE to the patient with abnormal behavior by using the technique and procedures learned during the lecture methods, and the other was designated as an observer. The positions of nurse and observer were available to all students. The duration of each simulation was 15 min, followed by a 10-minutes structural debriefing.

Evaluation of MSE materials in an SPSP

The three-part debrief paradigm, which entails defusing, identifying, and developing [ 24 ], served as the framework for the debriefing sessions. The trained researcher trainer was offered SPSP one-on-one organized time for debriefing immediately following each simulation exercise to examine psychological problems in role acting and how students’ emotional states influence their conduct and communication. To encourage cooperative learning, SP and nursing student observers discussed what they had noticed about communication and evaluation methods. Students playing nurses’ roles were encouraged to speak about their experiences. SP provided feedback via formative and summative methods that involved face-to-face engagement. The trained researcher trainer commented on the student’s responses.

Data analysis

The IBM statistical package of Social Science (SPSS) computer software program version 25 was used to analyze data. The frequency distribution table was used for data cleaning to ensure that all data was recorded accurately. To go through the data, labels had to be applied, value had to be checked and re-assigned for the open-ended questions, noise had to be checked, and the erroneous spellings verification for nominal response had to be rewritten. Additionally, the baseline and end-line data were combined and added during the procedure of the calculation of the important outcome A descriptive and inferential analysis was conducted based on the study’s goal. To calculate the frequencies and the percentage of each participant’s distribution between the two groups, a descriptive analysis was performed to examine participant characteristics Bar chats, mean values, and averages as well as tabular data, were all included in the descriptive evaluation. The pre-post mean score, and post-test mean score, for both the interventional and control groups were compared using the independent samples t-test. To evaluate the effect of the SPSP embedded with a lecture on MSE cognition, among nursing students from baseline to end line, the inferential analysis involved the differences in difference (DID) analysis using a Linear mixed model. A 95% Confidence interval set at a 5% (≤ 0.05) significance level was used to reject the null hypothesis. Results from the parameter multiple measurements were taken into consideration by models, and the groups were considered as fixed influences.

Difference–in–difference (DID) analysis for inferential analysis

By eliminating the confounding variables, difference-in-difference (D-I-D) analysis enables the comparison of changes over time in the results between interventions. The DID design examines the difference between the treatment groups by measuring the change in results between two-time intervals (pre and post) for the intervention and control groups, then subtracting one from another. In this research, the impact of the intervention on cognition change score was evaluated using difference-in-difference analysis using a linear mixed method. The outcomes of the variables’ repeated measurements were taken into account by the model. Interventions were regarded as having fixed effects in this analysis. The following formula is used to present the general fixed-effect DID mixed model

Time is an empty variable for the period, denoted as 1 when the outcome analysis was completed in the final stage and 0 for benchmark evaluation. Here, Y it is the final result for participant i at time t . This variable acts as a substitute variable for the intervention group. The combined parameter Time* Treatment is the relationship between time and the intervention, this ε it is also the amount of error for the participant i outcome measurements at the time t. The value of the intercept in the equation given parameter β 0 , represents the mean outcome value for the group receiving the intervention at the baseline measurement. β 1 is the change in an intervention group’s mean outcome variable between the baseline and the end line Parameter β 2 represents the variation in the mean result variable across individual interventions. The estimate and inference of the difference-in-difference between the two groups are provided by the coefficient of the interaction between groups.

Social demographic characteristics among nursing students

Distribution of the similarity of demographic characteristics among nursing students between intervention and control groups at the baseline. Table 2 reported that among the participants ( n  = 311), who indicated their age 34.86% ( n  = 38) for intervention and 54.46% ( n  = 110) for control were ranged between 21 and 32 years old with their age distribution ( p  = 0.0510) between groups, for those who indicated their gender 57.80% ( n  = 63) were female in intervention group and 68.81% (= 139) were from control group with ( p  = 0.0521) of their gender distribution between groups. However, for those who are single were many in both groups compared to those who are married 95.41% ( n  = 104) for intervention and 97.45% ( n  = 191) with ( p  = 0.3373*) of their distribution between marital status. The distribution of form four education entrance was higher compared to others with 76.15%( n  = 83) for control and 59.90% ( n  = 121) for intervention with ( p  = 0.0540) of their education level distribution between groups. Among all participants, 99.07% ( n  = 107) in intervention and 84.69% ( n  = 166) in control showed interest in nursing with ( p  = 0.0601) of their interest distribution between groups.

The effect of standardized patient simulation-based pedagogics embedded with lecture on MSE cognition among nursing students in Tanzania

As shown in Table  3 . below, the cognition pretest score of the concepts of MSE in the intervention group was ( M ± SD  = 0.87 ± 0.84) and the control group was M ± SD  = 0.81 ± 0.79, p  = 0.5341, the post-test results were M ± SD  = 1.33 ± 0.73 for the intervention group, and the control was M ± SD  = 1.17 ± 0.76; p  = 0.0785, so there is a marked change of MSE content from both groups. However, the MSE content on the baseline was ( M ± SD  = 2.63 ± 1.06) for the intervention and ( M ± SD  = 2.42 ± 0.95; p  = 0.0700) for the control group, the end line score for the intervention group was ( M ± SD  = 3.39 ± 0.80) and control group was ( M ± SD  = 2.85 ± 0.98; P  < 0.0001), baseline findings for implementation of MSE Intervention group scored ( M ± SD  = 11.4 ± 3.00) and control group scored ( M ± SD  = 9.85 ± 3.96; p  = 0.0076 for the pre-test intervention group scored ( M ± SD  = 17.42 ± 3.90) control group scored ( M ± SD  = 13.29 ± 4.58; p = < 0.0001).

The overall pretest was (M = 13.05, SD = 4.63) for intervention group, ( M ± SD  = 12.11 ± 5.21), p  = 0.1189 from control group posttest cognition was ( M ± SD  = 22.15 ± 4.42) for intervention and ( M ± SD  = 16.52 ± 6.30; p = < 0.0001) for control group. There is a significant change in cognition for the intervention and control group for the post-test. According to the substantial mean changes between the pre-test and post-test scores in all categories (Concepts, Content, Implementation, and Overall cognition) for the intervention group, it appears that the intervention has had a significant change effect on the cognition of nursing students in general. A small amount of progress is also seen in the control group, but overall, the intervention group exhibits more development.

Findings of nursing student’s cognition mean score between baseline and end line ( n  = 311)

The finding shows that the mean cognition increased from base to end line between the interventional group and the control group. As shown in Fig.  3 mean score of nursing student cognition increased by ( M ± SD  = 22.15 ± 4.42) for the intervention group, whereas cognition in the control group increased by ( M ± SD  = 16.52 ± 6.30). This implies that the change in cognition mean score from baseline to end line was higher in the intervention group than in the control group.

Source: Field data (2023)

Findings of nursing student’s cognition mean score between baseline and end-line.

DID analysis for MSE cognition among nursing students in Tanzania

The fitted model results are presented in Table  4 . The findings indicate that there was a significant improvement in cognition from the baseline to the end line, as indicated by a p-value of < 0.0001. The coefficient for the Difference-in-Differences (D-I-D) analysis, comparing the intervention group to the control arm, was 4.6950. This suggests that the change in cognition from baseline to end line was significantly higher in the intervention group compared to the control group.

The study’s results establish a strong correlation between the impact of Standardized Patient Simulation-Based Pedagogy embedded with lecture (SPSP) and the cognition scores of nursing students. In the final analysis, nursing students exposed to standardized patient-based simulation materials displayed a significantly higher level of cognition regarding Mental Status Evaluation (MSE) when compared to the control group. This outcome aligns with a study conducted at university of Queens Canada on the impact of SPSP in psychiatric nursing on mental health education, which demonstrated a significant cognition improvement [ 25 ].Additionally, nursing students who interacted with standardized patients (SP) during interviews were able to relate what they had learned from the designed teaching pedagogy during the simulation, the simulation’s method of delivery provided nursing students with ample time to interview the SP. The study done by [ 26 ] on the use of SPS to train new nurses supporting this findings that new nursing students cognition improved higher compared to control group whose not exposed to the SPS.

During simulation process in case where clarification was required or certain behaviors were not well understood by the learners, students could request the SP to repeat the behavior, but also the skills of the trained researcher on the delivering of the content contributed to the increasing nursing students’ cognition. This aligns with the findings of a study conducted in Australia to explore the effect of SPSP on mental health education. The study reported that students who used SPSP for teaching scored higher, felt safer, and experienced reduced anxiety levels during examinations, as demonstrated in research [ 27 , 28 ]. Given the challenge of exposing nursing students directly to realistic patients without prior practice in a skills laboratory, exposing nursing students in SPS demonstrated a significant higher level of cognition this changes are due to the fact that students were able to control the learning environment during the simulation, a similar study was conducted in Baccalaureate nursing education in the US to examine the use of SPSP compared to traditional hours dedicated to learning mental health. The study found that student nurses who received SPSP demonstrated a 25% increase in confidence and cognition about mental health compared to traditional instructional hours, as highlighted in the research by [ 16 ]. Observing others successfully perform Mental Status Evaluation (MSE) using Standardized Patients (SP) and receiving encouraging feedback from colleagues and facilitators played a pivotal role in boosting nursing students’ cognition. This research aligns with study done to compare SPS versus mannequins in mental health simulation, which posits that cognition is influenced by positive simulation modalities, guidance through observational learning, approval, and inspiration [ 29 ]. The training program encouraged students to focus on acquiring the necessary knowledge, and the briefing provided during simulation on how MSE should be conducted contributed to building students’ MSE cognition.

However, This outcome aligns with a study conducted by [ 30 ] on the use of SPSP in psychiatric nursing, which demonstrated a substantial improvement in nursing students’ understanding compared to traditional teaching methods. Specifically, the study reported an 80% increase in cognition acquisition when utilizing SPSP as opposed to conventional approaches. These findings are consistent with a study conducted by [ 31 ], which implemented various active teaching methods during simulation to enhance nursing students’ knowledge. Additionally, the manner in which SPs were trained to accurately portray signs and symptoms of patients was instrumental in this process. Furthermore, the design of the SP teaching materials fostered collaboration among nursing students, encouraging each student to actively participate in classroom activities. This collaborative approach played a vital role in enhancing their MSE cognition. These findings are consistent with the work of several scholars, such as [ 32 ] and [ 33 ], who have emphasized the significant contribution of peer-to-peer education in boosting nursing students’ sense of cognition.

The findings of this study suggested that using SPSP embedded with lectures will help increase nursing student MSE cognition among nursing students in Tanzania. This is because there is no skills laboratory for nursing students to practice before encountering a real patient, and the practicum sites for nursing students to practice mental health services, especially MSE, are few. For this reason, nursing students are required to travel far from their institution to practice. This is contrary to the Tanzania curriculum, which states that nursing students should practice in the skills laboratory before going to the clinical. Standardized patients in teaching mental status evaluation is a useful pedagogical method and increases the cognition of the nursing students, while it’s difficult to use real patients because it may cause inconveniences to the patient and the learner. MSE is challenging to assess because it cannot be directly assessed as a physical disease. Nursing students require the technique of performing MSE to get the real symptom from the patient.

Strength of the study

To improve the performance of nursing students, the study addressed clinical pedagogical deficiencies in clinical mental health nursing education on Mental status evaluation to better manage and diagnose people with mental diseases promptly. However, the study has managed to use a control group and enough sample to increase the validity of results and power of the study on the effect of SPSP and their outcome.

Suggestion for further studies

Future researchers should include this training among nursing students at higher institutions. Future studies should address the problems with the study’s design and expand on some of the topics that were not fully explored in this one. Based on the study’s shortcomings, there were several implications that another study might take into account.

Limitations of the study

The generalization of the study findings among nursing students in Tanzania will be difficult since the calculated sample size was 326 and the participants who were willing to participate in this study during actual data collection was 311, even though the response rate was 95%. The results of the study cannot be used to determine whether they apply to all Tanzanian nursing students this is because study participants were the nursing students from the middle college who are pursuing diplomas in nursing from Dodoma and Tanga Regions, and excluded the university students who are also learning MSE and are expected to deliver MSE service within the community, and they also suffer from a lack of stimulation of MSE in a skill-based environment. Consequently, results must be examined and analyzed carefully while considering them. The study employed purposive sampling that cannot tell exactly that the selected participants present the sample of nursing students in Tanzania. However, the Study did not show the separate effect of lecture as embedded in the SPSP training materials and how much contributed to the outcome of interest.

Data availability

The datasets that are used or analyzed in the current study are available from the corresponding author on reasonable request via [email protected] or [email protected].

Abbreviations

Mental Status Evaluation

• Standardized patient

Statistical Package of Social Sciences

Standardized patient Simulation Pedagogics

University of Dodoma

United states

World Health Organization

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Acknowledgements

Dr. W.C. Millanzi (PhD) and Dr. F. Moshi (PhD) are supervisors. This study was conducted by adhering to the international and national guidelines and the University of Dodoma postgraduate guidelines.

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V.E.S.: Conceptualization, data collection, data analysis, and writing the manuscript W.C.M.: Conceptualization, supervision, data interpretation, draft and reviewed the manuscript. F.M.: Conceptualization, supervision, data interpretation, draft and reviewed the manuscript. All authors approved the manuscript.

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It is imperative to carry out tasks properly for any research project to be considered, so all protocol processes, including ethical Clearance obtained by the UDOM Institutional Research Review Ethics Committee (IRREC) with research proposal ethical clearance number MA.84/261/61/37 and research permit number MA.84/261/02/35 for Dodoma Region and MA.84/261/02/36 for Tanga Region, Tanzania. Written informed consent was obtained from the participants; respondents participated in the study after being informed and understanding all information concerning the research process. Confidentiality is assured by ensuring that the names of the participants or the training institution are not shown on the data collection instruments or the data collected from them for research purposes. Respondents’ privacy was safeguarded by providing them with separate, unoccupied rooms. The principal investigator maintained a high level of focus throughout the investigation. Data were meticulously managed using a designated key folder exclusively by the Principal Investigator and were not shared externally without the express authorization of both the Principal Investigator and UDOM. In cases where students chose to discontinue their participation in the study, permission was granted after they provided a reason to the principal investigator. Additionally, the respective authorities in the sampled study settings were readily available to manage unforeseen events such as student fainting, asthma attacks, or collapses, as the researcher may not have been able to address these situations adequately.

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Singano, V.E., Millanzi, W.C. & Moshi, F. Effect of standardized patient simulation-based pedagogics embedded with lecture in enhancing mental status evaluation cognition among nursing students in Tanzania: A longitudinal quasi-experimental study. BMC Med Educ 24 , 577 (2024). https://doi.org/10.1186/s12909-024-05562-4

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