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Case Study – Methods, Examples and Guide

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

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

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

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

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

Multiple-Case Study

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

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

Exploratory Case Study

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

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

Descriptive Case Study

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

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

Instrumental Case Study

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

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

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

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

Observations

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

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

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

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

How to conduct Case Study Research

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

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

Examples of Case Study

Here are some examples of case study research:

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

Application of Case Study

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

Business and Management

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

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

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

Social Sciences

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

Law and Ethics

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

Purpose of Case Study

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

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

Case studies can also serve other purposes, including:

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

Advantages of Case Study Research

There are several advantages of case study research, including:

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

Limitations of Case Study Research

There are several limitations of case study research, including:

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

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

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

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

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

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

Table of contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Research bias

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

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What is a Case Study in Research? Definition, Methods, and Examples

Case study methodology offers researchers an exciting opportunity to explore intricate phenomena within specific contexts using a wide range of data sources and collection methods. It is highly pertinent in health and social sciences, environmental studies, social work, education, and business studies. Its diverse applications, such as advancing theory, program evaluation, and intervention development, make it an invaluable tool for driving meaningful research and fostering positive change.[ 1]  

Table of Contents

What is a Case Study?  

A case study method involves a detailed examination of a single subject, such as an individual, group, organization, event, or community, to explore and understand complex issues in real-life contexts. By focusing on one specific case, researchers can gain a deep understanding of the factors and dynamics at play, understanding their complex relationships, which might be missed in broader, more quantitative studies.  

When to do a Case Study?  

A case study design is useful when you want to explore a phenomenon in-depth and in its natural context. Here are some examples of when to use a case study :[ 2]  

• Exploratory Research: When you want to explore a new topic or phenomenon, a case study can help you understand the subject deeply. For example , a researcher studying a newly discovered plant species might use a case study to document its characteristics and behavior.  
• Descriptive Research: If you want to describe a complex phenomenon or process, a case study can provide a detailed and comprehensive description. For instance, a case study design   could describe the experiences of a group of individuals living with a rare disease.  
• Explanatory Research: When you want to understand why a particular phenomenon occurs, a case study can help you identify causal relationships. A case study design could investigate the reasons behind the success or failure of a particular business strategy.  
• Theory Building: Case studies can also be used to develop or refine theories. By systematically analyzing a series of cases, researchers can identify patterns and relationships that can contribute to developing new theories or refining existing ones.  
• Critical Instance: Sometimes, a single case can be used to study a rare or unusual phenomenon, but it is important for theoretical or practical reasons. For example , the case of Phineas Gage, a man who survived a severe brain injury, has been widely studied to understand the relationship between the brain and behavior.  
• Comparative Analysis: Case studies can also compare different cases or contexts. A case study example involves comparing the implementation of a particular policy in different countries to understand its effectiveness and identifying best practices.  

How to Create a Case Study – Step by Step  

Step 1: select a case  .

Careful case selection ensures relevance, insight, and meaningful contribution to existing knowledge in your field. Here’s how you can choose a case study design :[ 3]  

• Define Your Objectives: Clarify the purpose of your case study and what you hope to achieve. Do you want to provide new insights, challenge existing theories, propose solutions to a problem, or explore new research directions?  
• Consider Unusual or Outlying Cases: Focus on unusual, neglected, or outlying cases that can provide unique insights.  
• Choose a Representative Case: Alternatively, select a common or representative case to exemplify a particular category, experience, or phenomenon.   
• Avoid Bias: Ensure your selection process is unbiased using random or criteria-based selection.  
• Be Clear and Specific: Clearly define the boundaries of your study design , including the scope, timeframe, and key stakeholders.   
• Ethical Considerations: Consider ethical issues, such as confidentiality and informed consent.  

Step 2: Build a Theoretical Framework  

To ensure your case study has a solid academic foundation, it’s important to build a theoretical framework:   

• Conduct a Literature Review: Identify key concepts and theories relevant to your case study .  
• Establish Connections with Theory: Connect your case study with existing theories in the field.  
• Guide Your Analysis and Interpretation: Use your theoretical framework to guide your analysis, ensuring your findings are grounded in established theories and concepts.   

Step 3: Collect Your Data  

To conduct a comprehensive case study , you can use various research methods. These include interviews, observations, primary and secondary sources analysis, surveys, and a mixed methods approach. The aim is to gather rich and diverse data to enable a detailed analysis of your case study .  

Step 4: Describe and Analyze the Case  

How you report your findings will depend on the type of research you’re conducting. Here are two approaches:   

• Structured Approach: Follows a scientific paper format, making it easier for readers to follow your argument.  
• Narrative Approach: A more exploratory style aiming to analyze meanings and implications.  

Regardless of the approach you choose, it’s important to include the following elements in your case study :   

• Contextual Details: Provide background information about the case, including relevant historical, cultural, and social factors that may have influenced the outcome.  
• Literature and Theory: Connect your case study to existing literature and theory in the field. Discuss how your findings contribute to or challenge existing knowledge.  
• Wider Patterns or Debates: Consider how your case study fits into wider patterns or debates within the field. Discuss any implications your findings may have for future research or practice.  

What Are the Benefits of a Case Study   

Case studies offer a range of benefits , making them a powerful tool in research.  

1. In-Depth Analysis  

• Comprehensive Understanding: Case studies allow researchers to thoroughly explore a subject, understanding the complexities and nuances involved.  
• Rich Data: They offer rich qualitative and sometimes quantitative data, capturing the intricacies of real-life contexts.  

2. Contextual Insight  

• Real-World Application: Case studies provide insights into real-world applications, making the findings highly relevant and practical.  
• Context-Specific: They highlight how various factors interact within a specific context, offering a detailed picture of the situation.  

3. Flexibility  

• Methodological Diversity: Case studies can use various data collection methods, including interviews, observations, document analysis, and surveys.  
• Adaptability: Researchers can adapt the case study approach to fit the specific needs and circumstances of the research.  

4. Practical Solutions  

• Actionable Insights: The detailed findings from case studies can inform practical solutions and recommendations for practitioners and policymakers.  
• Problem-Solving: They help understand the root causes of problems and devise effective strategies to address them.  

5. Unique Cases  

• Rare Phenomena: Case studies are particularly valuable for studying rare or unique cases that other research methods may not capture.  
• Detailed Documentation: They document and preserve detailed information about specific instances that might otherwise be overlooked.  

What Are the Limitations of a Case Study   

While case studies offer valuable insights and a detailed understanding of complex issues, they have several limitations .  

1. Limited Generalizability  

• Specific Context: Case studies often focus on a single case or a small number of cases, which may limit the generalization of findings to broader populations or different contexts.  
• Unique Situations: The unique characteristics of the case may not be representative of other situations, reducing the applicability of the results.  

2. Subjectivity  

• Researcher Bias: The researcher’s perspectives and interpretations can influence the analysis and conclusions, potentially introducing bias.  
• Participant Bias: Participants’ responses and behaviors may be influenced by their awareness of being studied, known as the Hawthorne effect.  

3. Time-Consuming  

• Data Collection and Analysis: Gathering detailed, in-depth data requires significant time and effort, making case studies more time-consuming than other research methods.  
• Longitudinal Studies: If the case study observes changes over time, it can become even more prolonged.  

4. Resource Intensive  

• Financial and Human Resources: Conducting comprehensive case studies may require significant financial investment and human resources, including trained researchers and participant access.  
• Access to Data: Accessing relevant and reliable data sources can be challenging, particularly in sensitive or proprietary contexts.  

5. Replication Difficulties  

• Unique Contexts: A case study’s specific and detailed context makes it difficult to replicate the study exactly, limiting the ability to validate findings through repetition.  
• Variability: Differences in contexts, researchers, and methodologies can lead to variations in findings, complicating efforts to achieve consistent results.  

By acknowledging and addressing these limitations , researchers can enhance the rigor and reliability of their case study findings.  

Key Takeaways  

Case studies are valuable in research because they provide an in-depth, contextual analysis of a single subject, event, or organization. They allow researchers to explore complex issues in real-world settings, capturing detailed qualitative and quantitative data. This method is useful for generating insights, developing theories, and offering practical solutions to problems. They are versatile, applicable in diverse fields such as business, education, and health, and can complement other research methods by providing rich, contextual evidence. However, their findings may have limited generalizability due to the focus on a specific case.  

Frequently Asked Questions  

Q: What is a case study in research?  

A case study in research is an impactful tool for gaining a deep understanding of complex issues within their real-life context. It combines various data collection methods and provides rich, detailed insights that can inform theory development and practical applications.  

Q: What are the advantages of using case studies in research?  

Case studies are a powerful research method, offering advantages such as in-depth analysis, contextual insights, flexibility, rich data, and the ability to handle complex issues. They are particularly valuable for exploring new areas, generating hypotheses, and providing detailed, illustrative examples that can inform theory and practice.  

Q: Can case studies be used in quantitative research?  

While case studies are predominantly associated with qualitative research, they can effectively incorporate quantitative methods to provide a more comprehensive analysis. A mixed-methods approach leverages qualitative and quantitative research strengths, offering a powerful tool for exploring complex issues in a real-world context. For example , a new medical treatment case study can incorporate quantitative clinical outcomes (e.g., patient recovery rates and dosage levels) along with qualitative patient interviews.  

Q: What are the key components of a case study?  

A case study typically includes several key components:   

• Introductio n, which provides an overview and sets the context by presenting the problem statement and research objectives;  
• Literature review , which connects the study to existing theories and prior research;  
• Methodology , which details the case study design , data collection methods, and analysis techniques;   
• Findings , which present the data and results, including descriptions, patterns, and themes;   
• Discussion and conclusion , which interpret the findings, discuss their implications, and offer conclusions, practical applications, limitations, and suggestions for future research.  

Together, these components ensure a comprehensive, systematic, and insightful exploration of the case.  

References  

• de Vries, K. (2020). Case study methodology. In  Critical qualitative health research  (pp. 41-52). Routledge.  
• Fidel, R. (1984). The case study method: A case study.  Library and Information Science Research ,  6 (3), 273-288.  
• Thomas, G. (2021). How to do your case study.  How to do your case study , 1-320.  

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Writing a Case Study

What is a case study?

A Case study is: 

• An in-depth research design that primarily uses a qualitative methodology but sometimes​​ includes quantitative methodology.
• Used to examine an identifiable problem confirmed through research.
• Used to investigate an individual, group of people, organization, or event.
• Used to mostly answer "how" and "why" questions.

What are the different types of case studies?

Note: These are the primary case studies. As you continue to research and learn

about case studies you will begin to find a robust list of different types. 

Who are your case study participants?

What is triangulation ? 

Validity and credibility are an essential part of the case study. Therefore, the researcher should include triangulation to ensure trustworthiness while accurately reflecting what the researcher seeks to investigate.

How to write a Case Study?

When developing a case study, there are different ways you could present the information, but remember to include the five parts for your case study.

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What Is a Case Study?

Weighing the pros and cons of this method of research

Verywell / Colleen Tighe

• Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.  

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

• Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
• Gives researchers the chance to collect information on why one strategy might be chosen over another
• Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

• It cannot necessarily be generalized to the larger population
• Cannot demonstrate cause and effect
• It may not be scientifically rigorous
• It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of  Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

• Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
• Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
• Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

• Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
• Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
• Explanatory case studies : These   are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
• Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
• Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
• Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

• Archival records : Census records, survey records, and name lists are examples of archival records.
• Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
• Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
• Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
• Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
• Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

• Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
• Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
• Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
• Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research. 

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

• Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
• Read examples of case studies to gain an idea about the style and format.
• Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach .  BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal.  The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

• Open access
• Published: 27 June 2011

The case study approach

• Sarah Crowe 1 ,
• Kathrin Cresswell 2 ,
• Ann Robertson 2 ,
• Guro Huby 3 ,
• Anthony Avery 1 &
• Aziz Sheikh 2  

BMC Medical Research Methodology volume  11 , Article number:  100 ( 2011 ) Cite this article

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The case study approach allows in-depth, multi-faceted explorations of complex issues in their real-life settings. The value of the case study approach is well recognised in the fields of business, law and policy, but somewhat less so in health services research. Based on our experiences of conducting several health-related case studies, we reflect on the different types of case study design, the specific research questions this approach can help answer, the data sources that tend to be used, and the particular advantages and disadvantages of employing this methodological approach. The paper concludes with key pointers to aid those designing and appraising proposals for conducting case study research, and a checklist to help readers assess the quality of case study reports.

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Introduction

The case study approach is particularly useful to employ when there is a need to obtain an in-depth appreciation of an issue, event or phenomenon of interest, in its natural real-life context. Our aim in writing this piece is to provide insights into when to consider employing this approach and an overview of key methodological considerations in relation to the design, planning, analysis, interpretation and reporting of case studies.

The illustrative 'grand round', 'case report' and 'case series' have a long tradition in clinical practice and research. Presenting detailed critiques, typically of one or more patients, aims to provide insights into aspects of the clinical case and, in doing so, illustrate broader lessons that may be learnt. In research, the conceptually-related case study approach can be used, for example, to describe in detail a patient's episode of care, explore professional attitudes to and experiences of a new policy initiative or service development or more generally to 'investigate contemporary phenomena within its real-life context' [ 1 ]. Based on our experiences of conducting a range of case studies, we reflect on when to consider using this approach, discuss the key steps involved and illustrate, with examples, some of the practical challenges of attaining an in-depth understanding of a 'case' as an integrated whole. In keeping with previously published work, we acknowledge the importance of theory to underpin the design, selection, conduct and interpretation of case studies[ 2 ]. In so doing, we make passing reference to the different epistemological approaches used in case study research by key theoreticians and methodologists in this field of enquiry.

This paper is structured around the following main questions: What is a case study? What are case studies used for? How are case studies conducted? What are the potential pitfalls and how can these be avoided? We draw in particular on four of our own recently published examples of case studies (see Tables 1 , 2 , 3 and 4 ) and those of others to illustrate our discussion[ 3 – 7 ].

What is a case study?

A case study is a research approach that is used to generate an in-depth, multi-faceted understanding of a complex issue in its real-life context. It is an established research design that is used extensively in a wide variety of disciplines, particularly in the social sciences. A case study can be defined in a variety of ways (Table 5 ), the central tenet being the need to explore an event or phenomenon in depth and in its natural context. It is for this reason sometimes referred to as a "naturalistic" design; this is in contrast to an "experimental" design (such as a randomised controlled trial) in which the investigator seeks to exert control over and manipulate the variable(s) of interest.

Stake's work has been particularly influential in defining the case study approach to scientific enquiry. He has helpfully characterised three main types of case study: intrinsic , instrumental and collective [ 8 ]. An intrinsic case study is typically undertaken to learn about a unique phenomenon. The researcher should define the uniqueness of the phenomenon, which distinguishes it from all others. In contrast, the instrumental case study uses a particular case (some of which may be better than others) to gain a broader appreciation of an issue or phenomenon. The collective case study involves studying multiple cases simultaneously or sequentially in an attempt to generate a still broader appreciation of a particular issue.

These are however not necessarily mutually exclusive categories. In the first of our examples (Table 1 ), we undertook an intrinsic case study to investigate the issue of recruitment of minority ethnic people into the specific context of asthma research studies, but it developed into a instrumental case study through seeking to understand the issue of recruitment of these marginalised populations more generally, generating a number of the findings that are potentially transferable to other disease contexts[ 3 ]. In contrast, the other three examples (see Tables 2 , 3 and 4 ) employed collective case study designs to study the introduction of workforce reconfiguration in primary care, the implementation of electronic health records into hospitals, and to understand the ways in which healthcare students learn about patient safety considerations[ 4 – 6 ]. Although our study focusing on the introduction of General Practitioners with Specialist Interests (Table 2 ) was explicitly collective in design (four contrasting primary care organisations were studied), is was also instrumental in that this particular professional group was studied as an exemplar of the more general phenomenon of workforce redesign[ 4 ].

What are case studies used for?

According to Yin, case studies can be used to explain, describe or explore events or phenomena in the everyday contexts in which they occur[ 1 ]. These can, for example, help to understand and explain causal links and pathways resulting from a new policy initiative or service development (see Tables 2 and 3 , for example)[ 1 ]. In contrast to experimental designs, which seek to test a specific hypothesis through deliberately manipulating the environment (like, for example, in a randomised controlled trial giving a new drug to randomly selected individuals and then comparing outcomes with controls),[ 9 ] the case study approach lends itself well to capturing information on more explanatory ' how ', 'what' and ' why ' questions, such as ' how is the intervention being implemented and received on the ground?'. The case study approach can offer additional insights into what gaps exist in its delivery or why one implementation strategy might be chosen over another. This in turn can help develop or refine theory, as shown in our study of the teaching of patient safety in undergraduate curricula (Table 4 )[ 6 , 10 ]. Key questions to consider when selecting the most appropriate study design are whether it is desirable or indeed possible to undertake a formal experimental investigation in which individuals and/or organisations are allocated to an intervention or control arm? Or whether the wish is to obtain a more naturalistic understanding of an issue? The former is ideally studied using a controlled experimental design, whereas the latter is more appropriately studied using a case study design.

Case studies may be approached in different ways depending on the epistemological standpoint of the researcher, that is, whether they take a critical (questioning one's own and others' assumptions), interpretivist (trying to understand individual and shared social meanings) or positivist approach (orientating towards the criteria of natural sciences, such as focusing on generalisability considerations) (Table 6 ). Whilst such a schema can be conceptually helpful, it may be appropriate to draw on more than one approach in any case study, particularly in the context of conducting health services research. Doolin has, for example, noted that in the context of undertaking interpretative case studies, researchers can usefully draw on a critical, reflective perspective which seeks to take into account the wider social and political environment that has shaped the case[ 11 ].

How are case studies conducted?

Here, we focus on the main stages of research activity when planning and undertaking a case study; the crucial stages are: defining the case; selecting the case(s); collecting and analysing the data; interpreting data; and reporting the findings.

Defining the case

Carefully formulated research question(s), informed by the existing literature and a prior appreciation of the theoretical issues and setting(s), are all important in appropriately and succinctly defining the case[ 8 , 12 ]. Crucially, each case should have a pre-defined boundary which clarifies the nature and time period covered by the case study (i.e. its scope, beginning and end), the relevant social group, organisation or geographical area of interest to the investigator, the types of evidence to be collected, and the priorities for data collection and analysis (see Table 7 )[ 1 ]. A theory driven approach to defining the case may help generate knowledge that is potentially transferable to a range of clinical contexts and behaviours; using theory is also likely to result in a more informed appreciation of, for example, how and why interventions have succeeded or failed[ 13 ].

For example, in our evaluation of the introduction of electronic health records in English hospitals (Table 3 ), we defined our cases as the NHS Trusts that were receiving the new technology[ 5 ]. Our focus was on how the technology was being implemented. However, if the primary research interest had been on the social and organisational dimensions of implementation, we might have defined our case differently as a grouping of healthcare professionals (e.g. doctors and/or nurses). The precise beginning and end of the case may however prove difficult to define. Pursuing this same example, when does the process of implementation and adoption of an electronic health record system really begin or end? Such judgements will inevitably be influenced by a range of factors, including the research question, theory of interest, the scope and richness of the gathered data and the resources available to the research team.

Selecting the case(s)

The decision on how to select the case(s) to study is a very important one that merits some reflection. In an intrinsic case study, the case is selected on its own merits[ 8 ]. The case is selected not because it is representative of other cases, but because of its uniqueness, which is of genuine interest to the researchers. This was, for example, the case in our study of the recruitment of minority ethnic participants into asthma research (Table 1 ) as our earlier work had demonstrated the marginalisation of minority ethnic people with asthma, despite evidence of disproportionate asthma morbidity[ 14 , 15 ]. In another example of an intrinsic case study, Hellstrom et al.[ 16 ] studied an elderly married couple living with dementia to explore how dementia had impacted on their understanding of home, their everyday life and their relationships.

For an instrumental case study, selecting a "typical" case can work well[ 8 ]. In contrast to the intrinsic case study, the particular case which is chosen is of less importance than selecting a case that allows the researcher to investigate an issue or phenomenon. For example, in order to gain an understanding of doctors' responses to health policy initiatives, Som undertook an instrumental case study interviewing clinicians who had a range of responsibilities for clinical governance in one NHS acute hospital trust[ 17 ]. Sampling a "deviant" or "atypical" case may however prove even more informative, potentially enabling the researcher to identify causal processes, generate hypotheses and develop theory.

In collective or multiple case studies, a number of cases are carefully selected. This offers the advantage of allowing comparisons to be made across several cases and/or replication. Choosing a "typical" case may enable the findings to be generalised to theory (i.e. analytical generalisation) or to test theory by replicating the findings in a second or even a third case (i.e. replication logic)[ 1 ]. Yin suggests two or three literal replications (i.e. predicting similar results) if the theory is straightforward and five or more if the theory is more subtle. However, critics might argue that selecting 'cases' in this way is insufficiently reflexive and ill-suited to the complexities of contemporary healthcare organisations.

The selected case study site(s) should allow the research team access to the group of individuals, the organisation, the processes or whatever else constitutes the chosen unit of analysis for the study. Access is therefore a central consideration; the researcher needs to come to know the case study site(s) well and to work cooperatively with them. Selected cases need to be not only interesting but also hospitable to the inquiry [ 8 ] if they are to be informative and answer the research question(s). Case study sites may also be pre-selected for the researcher, with decisions being influenced by key stakeholders. For example, our selection of case study sites in the evaluation of the implementation and adoption of electronic health record systems (see Table 3 ) was heavily influenced by NHS Connecting for Health, the government agency that was responsible for overseeing the National Programme for Information Technology (NPfIT)[ 5 ]. This prominent stakeholder had already selected the NHS sites (through a competitive bidding process) to be early adopters of the electronic health record systems and had negotiated contracts that detailed the deployment timelines.

It is also important to consider in advance the likely burden and risks associated with participation for those who (or the site(s) which) comprise the case study. Of particular importance is the obligation for the researcher to think through the ethical implications of the study (e.g. the risk of inadvertently breaching anonymity or confidentiality) and to ensure that potential participants/participating sites are provided with sufficient information to make an informed choice about joining the study. The outcome of providing this information might be that the emotive burden associated with participation, or the organisational disruption associated with supporting the fieldwork, is considered so high that the individuals or sites decide against participation.

In our example of evaluating implementations of electronic health record systems, given the restricted number of early adopter sites available to us, we sought purposively to select a diverse range of implementation cases among those that were available[ 5 ]. We chose a mixture of teaching, non-teaching and Foundation Trust hospitals, and examples of each of the three electronic health record systems procured centrally by the NPfIT. At one recruited site, it quickly became apparent that access was problematic because of competing demands on that organisation. Recognising the importance of full access and co-operative working for generating rich data, the research team decided not to pursue work at that site and instead to focus on other recruited sites.

Collecting the data

In order to develop a thorough understanding of the case, the case study approach usually involves the collection of multiple sources of evidence, using a range of quantitative (e.g. questionnaires, audits and analysis of routinely collected healthcare data) and more commonly qualitative techniques (e.g. interviews, focus groups and observations). The use of multiple sources of data (data triangulation) has been advocated as a way of increasing the internal validity of a study (i.e. the extent to which the method is appropriate to answer the research question)[ 8 , 18 – 21 ]. An underlying assumption is that data collected in different ways should lead to similar conclusions, and approaching the same issue from different angles can help develop a holistic picture of the phenomenon (Table 2 )[ 4 ].

Brazier and colleagues used a mixed-methods case study approach to investigate the impact of a cancer care programme[ 22 ]. Here, quantitative measures were collected with questionnaires before, and five months after, the start of the intervention which did not yield any statistically significant results. Qualitative interviews with patients however helped provide an insight into potentially beneficial process-related aspects of the programme, such as greater, perceived patient involvement in care. The authors reported how this case study approach provided a number of contextual factors likely to influence the effectiveness of the intervention and which were not likely to have been obtained from quantitative methods alone.

In collective or multiple case studies, data collection needs to be flexible enough to allow a detailed description of each individual case to be developed (e.g. the nature of different cancer care programmes), before considering the emerging similarities and differences in cross-case comparisons (e.g. to explore why one programme is more effective than another). It is important that data sources from different cases are, where possible, broadly comparable for this purpose even though they may vary in nature and depth.

Analysing, interpreting and reporting case studies

Making sense and offering a coherent interpretation of the typically disparate sources of data (whether qualitative alone or together with quantitative) is far from straightforward. Repeated reviewing and sorting of the voluminous and detail-rich data are integral to the process of analysis. In collective case studies, it is helpful to analyse data relating to the individual component cases first, before making comparisons across cases. Attention needs to be paid to variations within each case and, where relevant, the relationship between different causes, effects and outcomes[ 23 ]. Data will need to be organised and coded to allow the key issues, both derived from the literature and emerging from the dataset, to be easily retrieved at a later stage. An initial coding frame can help capture these issues and can be applied systematically to the whole dataset with the aid of a qualitative data analysis software package.

The Framework approach is a practical approach, comprising of five stages (familiarisation; identifying a thematic framework; indexing; charting; mapping and interpretation) , to managing and analysing large datasets particularly if time is limited, as was the case in our study of recruitment of South Asians into asthma research (Table 1 )[ 3 , 24 ]. Theoretical frameworks may also play an important role in integrating different sources of data and examining emerging themes. For example, we drew on a socio-technical framework to help explain the connections between different elements - technology; people; and the organisational settings within which they worked - in our study of the introduction of electronic health record systems (Table 3 )[ 5 ]. Our study of patient safety in undergraduate curricula drew on an evaluation-based approach to design and analysis, which emphasised the importance of the academic, organisational and practice contexts through which students learn (Table 4 )[ 6 ].

Case study findings can have implications both for theory development and theory testing. They may establish, strengthen or weaken historical explanations of a case and, in certain circumstances, allow theoretical (as opposed to statistical) generalisation beyond the particular cases studied[ 12 ]. These theoretical lenses should not, however, constitute a strait-jacket and the cases should not be "forced to fit" the particular theoretical framework that is being employed.

When reporting findings, it is important to provide the reader with enough contextual information to understand the processes that were followed and how the conclusions were reached. In a collective case study, researchers may choose to present the findings from individual cases separately before amalgamating across cases. Care must be taken to ensure the anonymity of both case sites and individual participants (if agreed in advance) by allocating appropriate codes or withholding descriptors. In the example given in Table 3 , we decided against providing detailed information on the NHS sites and individual participants in order to avoid the risk of inadvertent disclosure of identities[ 5 , 25 ].

What are the potential pitfalls and how can these be avoided?

The case study approach is, as with all research, not without its limitations. When investigating the formal and informal ways undergraduate students learn about patient safety (Table 4 ), for example, we rapidly accumulated a large quantity of data. The volume of data, together with the time restrictions in place, impacted on the depth of analysis that was possible within the available resources. This highlights a more general point of the importance of avoiding the temptation to collect as much data as possible; adequate time also needs to be set aside for data analysis and interpretation of what are often highly complex datasets.

Case study research has sometimes been criticised for lacking scientific rigour and providing little basis for generalisation (i.e. producing findings that may be transferable to other settings)[ 1 ]. There are several ways to address these concerns, including: the use of theoretical sampling (i.e. drawing on a particular conceptual framework); respondent validation (i.e. participants checking emerging findings and the researcher's interpretation, and providing an opinion as to whether they feel these are accurate); and transparency throughout the research process (see Table 8 )[ 8 , 18 – 21 , 23 , 26 ]. Transparency can be achieved by describing in detail the steps involved in case selection, data collection, the reasons for the particular methods chosen, and the researcher's background and level of involvement (i.e. being explicit about how the researcher has influenced data collection and interpretation). Seeking potential, alternative explanations, and being explicit about how interpretations and conclusions were reached, help readers to judge the trustworthiness of the case study report. Stake provides a critique checklist for a case study report (Table 9 )[ 8 ].

Conclusions

The case study approach allows, amongst other things, critical events, interventions, policy developments and programme-based service reforms to be studied in detail in a real-life context. It should therefore be considered when an experimental design is either inappropriate to answer the research questions posed or impossible to undertake. Considering the frequency with which implementations of innovations are now taking place in healthcare settings and how well the case study approach lends itself to in-depth, complex health service research, we believe this approach should be more widely considered by researchers. Though inherently challenging, the research case study can, if carefully conceptualised and thoughtfully undertaken and reported, yield powerful insights into many important aspects of health and healthcare delivery.

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Acknowledgements

We are grateful to the participants and colleagues who contributed to the individual case studies that we have drawn on. This work received no direct funding, but it has been informed by projects funded by Asthma UK, the NHS Service Delivery Organisation, NHS Connecting for Health Evaluation Programme, and Patient Safety Research Portfolio. We would also like to thank the expert reviewers for their insightful and constructive feedback. Our thanks are also due to Dr. Allison Worth who commented on an earlier draft of this manuscript.

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Division of Primary Care, The University of Nottingham, Nottingham, UK

Sarah Crowe & Anthony Avery

Centre for Population Health Sciences, The University of Edinburgh, Edinburgh, UK

Kathrin Cresswell, Ann Robertson & Aziz Sheikh

School of Health in Social Science, The University of Edinburgh, Edinburgh, UK

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Correspondence to Sarah Crowe .

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The authors declare that they have no competing interests.

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AS conceived this article. SC, KC and AR wrote this paper with GH, AA and AS all commenting on various drafts. SC and AS are guarantors.

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Crowe, S., Cresswell, K., Robertson, A. et al. The case study approach. BMC Med Res Methodol 11 , 100 (2011). https://doi.org/10.1186/1471-2288-11-100

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Received : 29 November 2010

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Published : 27 June 2011

DOI : https://doi.org/10.1186/1471-2288-11-100

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What the Case Study Method Really Teaches

by Nitin Nohria

Summary .   

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?”

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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.

Learn more about HBS Online's approach to the case method in the video below, and subscribe to our YouTube channel for more.

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

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

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

5 Benefits of Learning Through Case Studies

1. take new perspectives.

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

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

2. Hone Your Decision-Making Skills

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

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

3. Become More Open-Minded

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

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

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

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

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

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

4. Enhance Your Curiosity

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

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

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

5. Build Your Self-Confidence

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

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

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

How to Experience the Case Study Method

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

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

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

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

About the Author

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Case Study Basics

What is a case study *.

A case study is a snapshot of an organization or an industry wrestling with a dilemma, written to serve a set of pedagogical objectives. Whether raw or cooked , what distinguishes a pedagogical case study from other writing is that it centers on one or more dilemmas. Rather than take in information passively, a case study invites readers to engage the material in the case to solve the problems presented. Whatever the case structure, the best classroom cases all have these attributes: (1)The case discusses issues that allow for a number of different courses of action – the issues discussed are not “no-brainers,” (2) the case makes the management issues as compelling as possible by providing rich background and detail, and (3) the case invites the creative use of analytical management tools.

Case studies are immensely useful as teaching tools and sources of research ideas. They build a reservoir of subject knowledge and help students develop analytical skills. For the faculty, cases provide unparalleled insights into the continually evolving world of management and may inspire further theoretical inquiry.

There are many case formats. A traditional case study presents a management issue or issues calling for resolution and action. It generally breaks off at a decision point with the manager weighing a number of different options. It puts the student in the decision-maker’s shoes and allows the student to understand the stakes involved. In other instances, a case study is more of a forensic exercise. The operations and history of a company or an industry will be presented without reference to a specific dilemma. The instructor will then ask students to comment on how the organization operates, to look for the key success factors, critical relationships, and underlying sources of value. A written case will pre-package appropriate material for students, while an online case may provide a wider variety of topics in a less linear manner.

Choosing Participants for a Case Study

Many organizations cooperate in case studies out of a desire to contribute to management education. They understand the need for management school professors and students to keep current with practice.

Organizations also cooperate in order to gain exposure in management school classrooms. The increased visibility and knowledge about an organization’s operations and culture can lead to subsidiary benefits such as improved recruiting.

Finally, organizations participate because reading a case about their operations and decision making written by a neutral observer can generate useful insights. A case study preserves a moment in time and chronicles an otherwise hidden history. Managers who visit the classroom to view the case discussion generally find the experience invigorating.

The Final Product

Cases are usually written as narratives that take the reader through the events leading to the decision point, including relevant information on the historical, competitive, legal, technical, and political environment facing the organization. A written case study generally runs from 5,000 to 10,000 words of text supplemented with numerous pages of data exhibits. An online raw case may have less original text, but will require students to extract information from multiple original documents, videos of company leaders discussing the challenges, photographs, and links to articles and websites.

The first time a case is taught represents something of a test run. As students react to the material, plan to revise the case to include additional information or to delete data that does not appear useful. If the organization’s managers attend the class, their responses to student comments and questions may suggest some case revisions as well.

The sponsoring professor will generally write a “teaching note” to give other instructors advice on how to structure classroom discussion and useful bits of analysis that can be included to explicate the issues highlighted in the case study.

Finally, one case may inspire another. Either during the case writing process or after a case is done, a second “B” case might be useful to write that outlines what the organization did or that outlines new challenges faced by the organization after the timeframe of the initial case study.

* Portions of this note are adapted from E. Raymond Corey, “Writing Cases and Teaching Notes,” Harvard Business School case 399-077, with updates to reflect Yale School of Management practices for traditional and raw cases.

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15 Real-Life Case Study Examples & Best Practices

Written by: Oghale Olori

Case studies are more than just success stories.

They are powerful tools that demonstrate the practical value of your product or service. Case studies help attract attention to your products, build trust with potential customers and ultimately drive sales.

It’s no wonder that 73% of successful content marketers utilize case studies as part of their content strategy. Plus, buyers spend 54% of their time reviewing case studies before they make a buying decision.

To ensure you’re making the most of your case studies, we’ve put together 15 real-life case study examples to inspire you. These examples span a variety of industries and formats. We’ve also included best practices, design tips and templates to inspire you.

Let’s dive in!

Table of Contents

What is a case study, 15 real-life case study examples, sales case study examples, saas case study examples, product case study examples, marketing case study examples, business case study examples, case study faqs.

• A case study is a compelling narrative that showcases how your product or service has positively impacted a real business or individual. 
• Case studies delve into your customer's challenges, how your solution addressed them and the quantifiable results they achieved.
• Your case study should have an attention-grabbing headline, great visuals and a relevant call to action. Other key elements include an introduction, problems and result section.
• Visme provides easy-to-use tools, professionally designed templates and features for creating attractive and engaging case studies.

A case study is a real-life scenario where your company helped a person or business solve their unique challenges. It provides a detailed analysis of the positive outcomes achieved as a result of implementing your solution.

Case studies are an effective way to showcase the value of your product or service to potential customers without overt selling. By sharing how your company transformed a business, you can attract customers seeking similar solutions and results.

Case studies are not only about your company's capabilities; they are primarily about the benefits customers and clients have experienced from using your product.

Every great case study is made up of key elements. They are;

• Attention-grabbing headline: Write a compelling headline that grabs attention and tells your reader what the case study is about. For example, "How a CRM System Helped a B2B Company Increase Revenue by 225%.
• Introduction/Executive Summary: Include a brief overview of your case study, including your customer’s problem, the solution they implemented and the results they achieved.
• Problem/Challenge: Case studies with solutions offer a powerful way to connect with potential customers. In this section, explain how your product or service specifically addressed your customer's challenges.
• Solution: Explain how your product or service specifically addressed your customer's challenges.
• Results/Achievements : Give a detailed account of the positive impact of your product. Quantify the benefits achieved using metrics such as increased sales, improved efficiency, reduced costs or enhanced customer satisfaction.
• Graphics/Visuals: Include professional designs, high-quality photos and videos to make your case study more engaging and visually appealing.
• Quotes/Testimonials: Incorporate written or video quotes from your clients to boost your credibility.
• Relevant CTA: Insert a call to action (CTA) that encourages the reader to take action. For example, visiting your website or contacting you for more information. Your CTA can be a link to a landing page, a contact form or your social media handle and should be related to the product or service you highlighted in your case study.

Now that you understand what a case study is, let’s look at real-life case study examples. Among these, you'll find some simple case study examples that break down complex ideas into easily understandable solutions.

In this section, we’ll explore SaaS, marketing, sales, product and business case study examples with solutions. Take note of how these companies structured their case studies and included the key elements.

We’ve also included professionally designed case study templates to inspire you.

1. Georgia Tech Athletics Increase Season Ticket Sales by 80%

Georgia Tech Athletics, with its 8,000 football season ticket holders, sought for a way to increase efficiency and customer engagement.

Their initial sales process involved making multiple outbound phone calls per day with no real targeting or guidelines. Georgia Tech believed that targeting communications will enable them to reach more people in real time.

Salesloft improved Georgia Tech’s sales process with an inbound structure. This enabled sales reps to connect with their customers on a more targeted level. The use of dynamic fields and filters when importing lists ensured prospects received the right information, while communication with existing fans became faster with automation.

As a result, Georgia Tech Athletics recorded an 80% increase in season ticket sales as relationships with season ticket holders significantly improved. Employee engagement increased as employees became more energized to connect and communicate with fans.

Why Does This Case Study Work?

In this case study example , Salesloft utilized the key elements of a good case study. Their introduction gave an overview of their customers' challenges and the results they enjoyed after using them. After which they categorized the case study into three main sections: challenge, solution and result.

Salesloft utilized a case study video to increase engagement and invoke human connection.

Incorporating videos in your case study has a lot of benefits. Wyzol’s 2023 state of video marketing report showed a direct correlation between videos and an 87% increase in sales.

The beautiful thing is that creating videos for your case study doesn’t have to be daunting.

With an easy-to-use platform like Visme, you can create top-notch testimonial videos that will connect with your audience. Within the Visme editor, you can access over 1 million stock photos , video templates, animated graphics and more. These tools and resources will significantly improve the design and engagement of your case study.

Simplify content creation and brand management for your team

• Collaborate on designs , mockups and wireframes with your non-design colleagues
• Lock down your branding to maintain brand consistency throughout your designs
• Why start from scratch? Save time with 1000s of professional branded templates

Sign up. It’s free.

2. WeightWatchers Completely Revamped their Enterprise Sales Process with HubSpot

WeightWatchers, a 60-year-old wellness company, sought a CRM solution that increased the efficiency of their sales process. With their previous system, Weightwatchers had limited automation. They would copy-paste message templates from word documents or recreate one email for a batch of customers.

This required a huge effort from sales reps, account managers and leadership, as they were unable to track leads or pull customized reports for planning and growth.

WeightWatchers transformed their B2B sales strategy by leveraging HubSpot's robust marketing and sales workflows. They utilized HubSpot’s deal pipeline and automation features to streamline lead qualification. And the customized dashboard gave leadership valuable insights.

As a result, WeightWatchers generated seven figures in annual contract value and boosted recurring revenue. Hubspot’s impact resulted in 100% adoption across all sales, marketing, client success and operations teams.

Hubspot structured its case study into separate sections, demonstrating the specific benefits of their products to various aspects of the customer's business. Additionally, they integrated direct customer quotes in each section to boost credibility, resulting in a more compelling case study.

Getting insight from your customer about their challenges is one thing. But writing about their process and achievements in a concise and relatable way is another. If you find yourself constantly experiencing writer’s block, Visme’s AI writer is perfect for you.

Visme created this AI text generator tool to take your ideas and transform them into a great draft. So whether you need help writing your first draft or editing your final case study, Visme is ready for you.

3. Immi’s Ram Fam Helps to Drive Over $200k in Sales

Immi embarked on a mission to recreate healthier ramen recipes that were nutritious and delicious. After 2 years of tireless trials, Immi finally found the perfect ramen recipe. However, they envisioned a community of passionate ramen enthusiasts to fuel their business growth.

This vision propelled them to partner with Shopify Collabs. Shopify Collabs successfully cultivated and managed Immi’s Ramen community of ambassadors and creators.

As a result of their partnership, Immi’s community grew to more than 400 dedicated members, generating over $200,000 in total affiliate sales.

The power of data-driven headlines cannot be overemphasized. Chili Piper strategically incorporates quantifiable results in their headlines. This instantly sparks curiosity and interest in readers.

While not every customer success story may boast headline-grabbing figures, quantifying achievements in percentages is still effective. For example, you can highlight a 50% revenue increase with the implementation of your product.

Take a look at the beautiful case study template below. Just like in the example above, the figures in the headline instantly grab attention and entice your reader to click through.

Having a case study document is a key factor in boosting engagement. This makes it easy to promote your case study in multiple ways. With Visme, you can easily publish, download and share your case study with your customers in a variety of formats, including PDF, PPTX, JPG and more!

4. How WOW! is Saving Nearly 79% in Time and Cost With Visme

This case study discusses how Visme helped WOW! save time and money by providing user-friendly tools to create interactive and quality training materials for their employees. Find out what your team can do with Visme. Request a Demo

WOW!'s learning and development team creates high-quality training materials for new and existing employees. Previous tools and platforms they used had plain templates, little to no interactivity features, and limited flexibility—that is, until they discovered Visme.

Now, the learning and development team at WOW! use Visme to create engaging infographics, training videos, slide decks and other training materials.

This has directly reduced the company's turnover rate, saving them money spent on recruiting and training new employees. It has also saved them a significant amount of time, which they can now allocate to other important tasks.

Visme's customer testimonials spark an emotional connection with the reader, leaving a profound impact. Upon reading this case study, prospective customers will be blown away by the remarkable efficiency achieved by Visme's clients after switching from PowerPoint.

Visme’s interactivity feature was a game changer for WOW! and one of the primary reasons they chose Visme.

“Previously we were using PowerPoint, which is fine, but the interactivity you can get with Visme is so much more robust that we’ve all steered away from PowerPoint.” - Kendra, L&D team, Wow!

Visme’s interactive feature allowed them to animate their infographics, include clickable links on their PowerPoint designs and even embed polls and quizzes their employees could interact with.

By embedding the slide decks, infographics and other training materials WOW! created with Visme, potential customers get a taste of what they can create with the tool. This is much more effective than describing the features of Visme because it allows potential customers to see the tool in action.

To top it all off, this case study utilized relevant data and figures. For example, one part of the case study said, “In Visme, where Kendra’s team has access to hundreds of templates, a brand kit, and millions of design assets at their disposal, their team can create presentations in 80% less time.”

Who wouldn't want that?

Including relevant figures and graphics in your case study is a sure way to convince your potential customers why you’re a great fit for their brand. The case study template below is a great example of integrating relevant figures and data.

This colorful template begins with a captivating headline. But that is not the best part; this template extensively showcases the results their customer had using relevant figures.

The arrangement of the results makes it fun and attractive. Instead of just putting figures in a plain table, you can find interesting shapes in your Visme editor to take your case study to the next level.

5. Lyte Reduces Customer Churn To Just 3% With Hubspot CRM

While Lyte was redefining the ticketing industry, it had no definite CRM system . Lyte utilized 12–15 different SaaS solutions across various departments, which led to a lack of alignment between teams, duplication of work and overlapping tasks.

Customer data was spread across these platforms, making it difficult to effectively track their customer journey. As a result, their churn rate increased along with customer dissatisfaction.

Through Fuelius , Lyte founded and implemented Hubspot CRM. Lyte's productivity skyrocketed after incorporating Hubspot's all-in-one CRM tool. With improved efficiency, better teamwork and stronger client relationships, sales figures soared.

The case study title page and executive summary act as compelling entry points for both existing and potential customers. This overview provides a clear understanding of the case study and also strategically incorporates key details like the client's industry, location and relevant background information.

Having a good summary of your case study can prompt your readers to engage further. You can achieve this with a simple but effective case study one-pager that highlights your customer’s problems, process and achievements, just like this case study did in the beginning.

Moreover, you can easily distribute your case study one-pager and use it as a lead magnet to draw prospective customers to your company.

Take a look at this case study one-pager template below.

This template includes key aspects of your case study, such as the introduction, key findings, conclusion and more, without overcrowding the page. The use of multiple shades of blue gives it a clean and dynamic layout.

Our favorite part of this template is where the age group is visualized.

With Visme’s data visualization tool , you can present your data in tables, graphs, progress bars, maps and so much more. All you need to do is choose your preferred data visualization widget, input or import your data and click enter!

6. How Workato Converts 75% of Their Qualified Leads

Workato wanted to improve their inbound leads and increase their conversion rate, which ranged from 40-55%.

At first, Workato searched for a simple scheduling tool. They soon discovered that they needed a tool that provided advanced routing capabilities based on zip code and other criteria. Luckily, they found and implemented Chili Piper.

As a result of implementing Chili Piper, Workato achieved a remarkable 75–80% conversion rate and improved show rates. This led to a substantial revenue boost, with a 10-15% increase in revenue attributed to Chili Piper's impact on lead conversion.

This case study example utilizes the power of video testimonials to drive the impact of their product.

Chili Piper incorporates screenshots and clips of their tool in use. This is a great strategy because it helps your viewers become familiar with how your product works, making onboarding new customers much easier.

In this case study example, we see the importance of efficient Workflow Management Systems (WMS). Without a WMS, you manually assign tasks to your team members and engage in multiple emails for regular updates on progress.

However, when crafting and designing your case study, you should prioritize having a good WMS.

Visme has an outstanding Workflow Management System feature that keeps you on top of all your projects and designs. This feature makes it much easier to assign roles, ensure accuracy across documents, and track progress and deadlines.

Visme’s WMS feature allows you to limit access to your entire document by assigning specific slides or pages to individual members of your team. At the end of the day, your team members are not overwhelmed or distracted by the whole document but can focus on their tasks.

7. Rush Order Helps Vogmask Scale-Up During a Pandemic

Vomask's reliance on third-party fulfillment companies became a challenge as demand for their masks grew. Seeking a reliable fulfillment partner, they found Rush Order and entrusted them with their entire inventory.

Vomask's partnership with Rush Order proved to be a lifesaver during the COVID-19 pandemic. Rush Order's agility, efficiency and commitment to customer satisfaction helped Vogmask navigate the unprecedented demand and maintain its reputation for quality and service.

Rush Order’s comprehensive support enabled Vogmask to scale up its order processing by a staggering 900% while maintaining a remarkable customer satisfaction rate of 92%.

Rush Order chose one event where their impact mattered the most to their customer and shared that story.

While pandemics don't happen every day, you can look through your customer’s journey and highlight a specific time or scenario where your product or service saved their business.

The story of Vogmask and Rush Order is compelling, but it simply is not enough. The case study format and design attract readers' attention and make them want to know more. Rush Order uses consistent colors throughout the case study, starting with the logo, bold square blocks, pictures, and even headers.

Take a look at this product case study template below.

Just like our example, this case study template utilizes bold colors and large squares to attract and maintain the reader’s attention. It provides enough room for you to write about your customers' backgrounds/introductions, challenges, goals and results.

The right combination of shapes and colors adds a level of professionalism to this case study template.

8. AMR Hair & Beauty leverages B2B functionality to boost sales by 200%

With limits on website customization, slow page loading and multiple website crashes during peak events, it wasn't long before AMR Hair & Beauty began looking for a new e-commerce solution.

Their existing platform lacked effective search and filtering options, a seamless checkout process and the data analytics capabilities needed for informed decision-making. This led to a significant number of abandoned carts.

Upon switching to Shopify Plus, AMR immediately saw improvements in page loading speed and average session duration. They added better search and filtering options for their wholesale customers and customized their checkout process.

Due to this, AMR witnessed a 200% increase in sales and a 77% rise in B2B average order value. AMR Hair & Beauty is now poised for further expansion and growth.

This case study example showcases the power of a concise and impactful narrative.

To make their case analysis more effective, Shopify focused on the most relevant aspects of the customer's journey. While there may have been other challenges the customer faced, they only included those that directly related to their solutions.

Take a look at this case study template below. It is perfect if you want to create a concise but effective case study. Without including unnecessary details, you can outline the challenges, solutions and results your customers experienced from using your product.

Don’t forget to include a strong CTA within your case study. By incorporating a link, sidebar pop-up or an exit pop-up into your case study, you can prompt your readers and prospective clients to connect with you.

9. How a Marketing Agency Uses Visme to Create Engaging Content With Infographics

SmartBox Dental , a marketing agency specializing in dental practices, sought ways to make dental advice more interesting and easier to read. However, they lacked the design skills to do so effectively.

Visme's wide range of templates and features made it easy for the team to create high-quality content quickly and efficiently. SmartBox Dental enjoyed creating infographics in as little as 10-15 minutes, compared to one hour before Visme was implemented.

By leveraging Visme, SmartBox Dental successfully transformed dental content into a more enjoyable and informative experience for their clients' patients. Therefore enhancing its reputation as a marketing partner that goes the extra mile to deliver value to its clients.

Visme creatively incorporates testimonials In this case study example.

By showcasing infographics and designs created by their clients, they leverage the power of social proof in a visually compelling way. This way, potential customers gain immediate insight into the creative possibilities Visme offers as a design tool.

This example effectively showcases a product's versatility and impact, and we can learn a lot about writing a case study from it. Instead of focusing on one tool or feature per customer, Visme took a more comprehensive approach.

Within each section of their case study, Visme explained how a particular tool or feature played a key role in solving the customer's challenges.

For example, this case study highlighted Visme’s collaboration tool . With Visme’s tool, the SmartBox Dental content team fostered teamwork, accountability and effective supervision.

Visme also achieved a versatile case study by including relevant quotes to showcase each tool or feature. Take a look at some examples;

Visme’s collaboration tool: “We really like the collaboration tool. Being able to see what a co-worker is working on and borrow their ideas or collaborate on a project to make sure we get the best end result really helps us out.”

Visme’s library of stock photos and animated characters: “I really love the images and the look those give to an infographic. I also really like the animated little guys and the animated pictures. That’s added a lot of fun to our designs.”

Visme’s interactivity feature: “You can add URLs and phone number links directly into the infographic so they can just click and call or go to another page on the website and I really like adding those hyperlinks in.”

You can ask your customers to talk about the different products or features that helped them achieve their business success and draw quotes from each one.

10. Jasper Grows Blog Organic Sessions 810% and Blog-Attributed User Signups 400X

Jasper, an AI writing tool, lacked a scalable content strategy to drive organic traffic and user growth. They needed help creating content that converted visitors into users. Especially when a looming domain migration threatened organic traffic.

To address these challenges, Jasper partnered with Omniscient Digital. Their goal was to turn their content into a growth channel and drive organic growth. Omniscient Digital developed a full content strategy for Jasper AI, which included a content audit, competitive analysis, and keyword discovery.

Through their collaboration, Jasper’s organic blog sessions increased by 810%, despite the domain migration. They also witnessed a 400X increase in blog-attributed signups. And more importantly, the content program contributed to over $4 million in annual recurring revenue.

The combination of storytelling and video testimonials within the case study example makes this a real winner. But there’s a twist to it. Omniscient segmented the video testimonials and placed them in different sections of the case study.

Video marketing , especially in case studies, works wonders. Research shows us that 42% of people prefer video testimonials because they show real customers with real success stories. So if you haven't thought of it before, incorporate video testimonials into your case study.

Take a look at this stunning video testimonial template. With its simple design, you can input the picture, name and quote of your customer within your case study in a fun and engaging way.

Try it yourself! Customize this template with your customer’s testimonial and add it to your case study!

11. How Meliá Became One of the Most Influential Hotel Chains on Social Media

Meliá Hotels needed help managing their growing social media customer service needs. Despite having over 500 social accounts, they lacked a unified response protocol and detailed reporting. This largely hindered efficiency and brand consistency.

Meliá partnered with Hootsuite to build an in-house social customer care team. Implementing Hootsuite's tools enabled Meliá to decrease response times from 24 hours to 12.4 hours while also leveraging smart automation.

In addition to that, Meliá resolved over 133,000 conversations, booking 330 inquiries per week through Hootsuite Inbox. They significantly improved brand consistency, response time and customer satisfaction.

The need for a good case study design cannot be over-emphasized.

As soon as anyone lands on this case study example, they are mesmerized by a beautiful case study design. This alone raises the interest of readers and keeps them engaged till the end.

If you’re currently saying to yourself, “ I can write great case studies, but I don’t have the time or skill to turn it into a beautiful document.” Say no more.

Visme’s amazing AI document generator can take your text and transform it into a stunning and professional document in minutes! Not only do you save time, but you also get inspired by the design.

With Visme’s document generator, you can create PDFs, case study presentations , infographics and more!

Take a look at this case study template below. Just like our case study example, it captures readers' attention with its beautiful design. Its dynamic blend of colors and fonts helps to segment each element of the case study beautifully.

12. Tea’s Me Cafe: Tamika Catchings is Brewing Glory

Tamika's journey began when she purchased Tea's Me Cafe in 2017, saving it from closure. She recognized the potential of the cafe as a community hub and hosted regular events centered on social issues and youth empowerment.

One of Tamika’s business goals was to automate her business. She sought to streamline business processes across various aspects of her business. One of the ways she achieves this goal is through Constant Contact.

Constant Contact became an integral part of Tamika's marketing strategy. They provided an automated and centralized platform for managing email newsletters, event registrations, social media scheduling and more.

This allowed Tamika and her team to collaborate efficiently and focus on engaging with their audience. They effectively utilized features like WooCommerce integration, text-to-join and the survey builder to grow their email list, segment their audience and gather valuable feedback.

The case study example utilizes the power of storytelling to form a connection with readers. Constant Contact takes a humble approach in this case study. They spotlight their customers' efforts as the reason for their achievements and growth, establishing trust and credibility.

This case study is also visually appealing, filled with high-quality photos of their customer. While this is a great way to foster originality, it can prove challenging if your customer sends you blurry or low-quality photos.

If you find yourself in that dilemma, you can use Visme’s AI image edit tool to touch up your photos. With Visme’s AI tool, you can remove unwanted backgrounds, erase unwanted objects, unblur low-quality pictures and upscale any photo without losing the quality.

Constant Contact offers its readers various formats to engage with their case study. Including an audio podcast and PDF.

In its PDF version, Constant Contact utilized its brand colors to create a stunning case study design.  With this, they increase brand awareness and, in turn, brand recognition with anyone who comes across their case study.

With Visme’s brand wizard tool , you can seamlessly incorporate your brand assets into any design or document you create. By inputting your URL, Visme’s AI integration will take note of your brand colors, brand fonts and more and create branded templates for you automatically.

You don't need to worry about spending hours customizing templates to fit your brand anymore. You can focus on writing amazing case studies that promote your company.

13. How Breakwater Kitchens Achieved a 7% Growth in Sales With Thryv

Breakwater Kitchens struggled with managing their business operations efficiently. They spent a lot of time on manual tasks, such as scheduling appointments and managing client communication. This made it difficult for them to grow their business and provide the best possible service to their customers.

David, the owner, discovered Thryv. With Thryv, Breakwater Kitchens was able to automate many of their manual tasks. Additionally, Thryv integrated social media management. This enabled Breakwater Kitchens to deliver a consistent brand message, captivate its audience and foster online growth.

As a result, Breakwater Kitchens achieved increased efficiency, reduced missed appointments and a 7% growth in sales.

This case study example uses a concise format and strong verbs, which make it easy for readers to absorb the information.

At the top of the case study, Thryv immediately builds trust by presenting their customer's complete profile, including their name, company details and website. This allows potential customers to verify the case study's legitimacy, making them more likely to believe in Thryv's services.

However, manually copying and pasting customer information across multiple pages of your case study can be time-consuming.

To save time and effort, you can utilize Visme's dynamic field feature . Dynamic fields automatically insert reusable information into your designs.  So you don’t have to type it out multiple times.

14. Zoom’s Creative Team Saves Over 4,000 Hours With Brandfolder

Zoom experienced rapid growth with the advent of remote work and the rise of the COVID-19 pandemic. Such growth called for agility and resilience to scale through.

At the time, Zoom’s assets were disorganized which made retrieving brand information a burden. Zoom’s creative manager spent no less than 10 hours per week finding and retrieving brand assets for internal teams.

Zoom needed a more sustainable approach to organizing and retrieving brand information and came across Brandfolder. Brandfolder simplified and accelerated Zoom’s email localization and webpage development. It also enhanced the creation and storage of Zoom virtual backgrounds.

With Brandfolder, Zoom now saves 4,000+ hours every year. The company also centralized its assets in Brandfolder, which allowed 6,800+ employees and 20-30 vendors to quickly access them.

Brandfolder infused its case study with compelling data and backed it up with verifiable sources. This data-driven approach boosts credibility and increases the impact of their story.

Bradfolder's case study goes the extra mile by providing a downloadable PDF version, making it convenient for readers to access the information on their own time. Their dedication to crafting stunning visuals is evident in every aspect of the project.

From the vibrant colors to the seamless navigation, everything has been meticulously designed to leave a lasting impression on the viewer. And with clickable links that make exploring the content a breeze, the user experience is guaranteed to be nothing short of exceptional.

The thing is, your case study presentation won’t always sit on your website. There are instances where you may need to do a case study presentation for clients, partners or potential investors.

Visme has a rich library of templates you can tap into. But if you’re racing against the clock, Visme’s AI presentation maker is your best ally.

15. How Cents of Style Made $1.7M+ in Affiliate Sales with LeadDyno

Cents of Style had a successful affiliate and influencer marketing strategy. However, their existing affiliate marketing platform was not intuitive, customizable or transparent enough to meet the needs of their influencers.

Cents of Styles needed an easy-to-use affiliate marketing platform that gave them more freedom to customize their program and implement a multi-tier commission program.

After exploring their options, Cents of Style decided on LeadDyno.

LeadDyno provided more flexibility, allowing them to customize commission rates and implement their multi-tier commission structure, switching from monthly to weekly payouts.

Also, integrations with PayPal made payments smoother And features like newsletters and leaderboards added to the platform's success by keeping things transparent and engaging.

As a result, Cents of Style witnessed an impressive $1.7 million in revenue from affiliate sales with a substantial increase in web sales by 80%.

LeadDyno strategically placed a compelling CTA in the middle of their case study layout, maximizing its impact. At this point, readers are already invested in the customer's story and may be considering implementing similar strategies.

A well-placed CTA offers them a direct path to learn more and take action.

LeadDyno also utilized the power of quotes to strengthen their case study. They didn't just embed these quotes seamlessly into the text; instead, they emphasized each one with distinct blocks.

Are you looking for an easier and quicker solution to create a case study and other business documents? Try Visme's AI designer ! This powerful tool allows you to generate complete documents, such as case studies, reports, whitepapers and more, just by providing text prompts. Simply explain your requirements to the tool, and it will produce the document for you, complete with text, images, design assets and more.

Still have more questions about case studies? Let's look at some frequently asked questions.

How to Write a Case Study?

• Choose a compelling story: Not all case studies are created equal. Pick one that is relevant to your target audience and demonstrates the specific benefits of your product or service.
• Outline your case study: Create a case study outline and highlight how you will structure your case study to include the introduction, problem, solution and achievements of your customer.
• Choose a case study template: After you outline your case study, choose a case study template . Visme has stunning templates that can inspire your case study design.
• Craft a compelling headline: Include figures or percentages that draw attention to your case study.
• Work on the first draft: Your case study should be easy to read and understand. Use clear and concise language and avoid jargon.
• Include high-quality visual aids: Visuals can help to make your case study more engaging and easier to read. Consider adding high-quality photos, screenshots or videos.
• Include a relevant CTA: Tell prospective customers how to reach you for questions or sign-ups.

What Are the Stages of a Case Study?

The stages of a case study are;

• Planning & Preparation: Highlight your goals for writing the case study. Plan the case study format, length and audience you wish to target.
• Interview the Client: Reach out to the company you want to showcase and ask relevant questions about their journey and achievements.
• Revision & Editing: Review your case study and ask for feedback. Include relevant quotes and CTAs to your case study.
• Publication & Distribution: Publish and share your case study on your website, social media channels and email list!
• Marketing & Repurposing: Turn your case study into a podcast, PDF, case study presentation and more. Share these materials with your sales and marketing team.

What Are the Advantages and Disadvantages of a Case Study?

Advantages of a case study:

• Case studies showcase a specific solution and outcome for specific customer challenges.
• It attracts potential customers with similar challenges.
• It builds trust and credibility with potential customers.
• It provides an in-depth analysis of your company’s problem-solving process.

Disadvantages of a case study:

• Limited applicability. Case studies are tailored to specific cases and may not apply to other businesses.
• It relies heavily on customer cooperation and willingness to share information.
• It stands a risk of becoming outdated as industries and customer needs evolve.

What Are the Types of Case Studies?

There are 7 main types of case studies. They include;

• Illustrative case study.
• Instrumental case study.
• Intrinsic case study.
• Descriptive case study.
• Explanatory case study.
• Exploratory case study.
• Collective case study.

How Long Should a Case Study Be?

The ideal length of your case study is between 500 - 1500 words or 1-3 pages. Certain factors like your target audience, goal or the amount of detail you want to share may influence the length of your case study. This infographic has powerful tips for designing winning case studies

What Is the Difference Between a Case Study and an Example?

Case studies provide a detailed narrative of how your product or service was used to solve a problem. Examples are general illustrations and are not necessarily real-life scenarios.

Case studies are often used for marketing purposes, attracting potential customers and building trust. Examples, on the other hand, are primarily used to simplify or clarify complex concepts.

Where Can I Find Case Study Examples?

You can easily find many case study examples online and in industry publications. Many companies, including Visme, share case studies on their websites to showcase how their products or services have helped clients achieve success. You can also search online libraries and professional organizations for case studies related to your specific industry or field.

If you need professionally-designed, customizable case study templates to create your own, Visme's template library is one of the best places to look. These templates include all the essential sections of a case study and high-quality content to help you create case studies that position your business as an industry leader.

Get More Out Of Your Case Studies With Visme

Case studies are an essential tool for converting potential customers into paying customers. By following the tips in this article, you can create compelling case studies that will help you build trust, establish credibility and drive sales.

Visme can help you create stunning case studies and other relevant marketing materials. With our easy-to-use platform, interactive features and analytics tools , you can increase your content creation game in no time.

There is no limit to what you can achieve with Visme. Connect with Sales to discover how Visme can boost your business goals.

Easily create beautiful case studies and more with Visme

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Blog Beginner Guides 6 Types of Case Studies to Inspire Your Research and Analysis

6 Types of Case Studies to Inspire Your Research and Analysis

Written by: Ronita Mohan Sep 20, 2021

Case studies have become powerful business tools. But what is a case study? What are the benefits of creating one? Are there limitations to the format?

If you’ve asked yourself these questions, our helpful guide will clear things up. Learn how to use a case study for business. Find out how cases analysis works in psychology and research.

We’ve also got examples of case studies to inspire you.

Haven’t made a case study before? You can easily  create a case study  with Venngage’s customizable case study templates .

Click to jump ahead:

What is a case study?

6 types of case studies, what is a business case study, what is a case study in research, what is a case study in psychology, what is the case study method, benefits of case studies, limitations of case studies, faqs about case studies.

A case study is a research process aimed at learning about a subject, an event or an organization. Case studies are use in business, the social sciences and healthcare.

A case study may focus on one observation or many. It can also examine a series of events or a single case. An effective case study tells a story and provides a conclusion.

Healthcare industries write reports on patients and diagnoses. Marketing case study examples , like the one below, highlight the benefits of a business product.

Now that you know what a case study is, let’s look at the six different types of case studies next.

There are six common types of case reports. Depending on your industry, you might use one of these types.

Descriptive case studies

Explanatory case studies, exploratory case reports, intrinsic case studies, instrumental case studies, collective case reports.

We go into more detail about each type of study in the guide below.

Related:  15+ Professional Case Study Examples [Design Tips + Templates]

When you have an existing hypothesis, you can design a descriptive study. This type of report starts with a description. The aim is to find connections between the subject being studied and a theory.

Once these connections are found, the study can conclude. The results of this type of study will usually suggest how to develop a theory further.

A study like the one below has concrete results. A descriptive report would use the quantitative data as a suggestion for researching the subject deeply.

When an incident occurs in a field, an explanation is required. An explanatory report investigates the cause of the event. It will include explanations for that cause.

The study will also share details about the impact of the event. In most cases, this report will use evidence to predict future occurrences. The results of explanatory reports are definitive.

Note that there is no room for interpretation here. The results are absolute.

The study below is a good example. It explains how one brand used the services of another. It concludes by showing definitive proof that the collaboration was successful.

Another example of this study would be in the automotive industry. If a vehicle fails a test, an explanatory study will examine why. The results could show that the failure was because of a particular part.

Related: How to Write a Case Study [+ Design Tips]

An explanatory report is a self-contained document. An exploratory one is only the beginning of an investigation.

Exploratory cases act as the starting point of studies. This is usually conducted as a precursor to large-scale investigations. The research is used to suggest why further investigations are needed.

An exploratory study can also be used to suggest methods for further examination.

For example, the below analysis could have found inconclusive results. In that situation, it would be the basis for an in-depth study.

Intrinsic studies are more common in the field of psychology. These reports can also be conducted in healthcare or social work.

These types of studies focus on a unique subject, such as a patient. They can sometimes study groups close to the researcher.

The aim of such studies is to understand the subject better. This requires learning their history. The researcher will also examine how they interact with their environment.

For instance, if the case study below was about a unique brand, it could be an intrinsic study.

Once the study is complete, the researcher will have developed a better understanding of a phenomenon. This phenomenon will likely not have been studied or theorized about before.

Examples of intrinsic case analysis can be found across psychology. For example, Jean Piaget’s theories on cognitive development. He established the theory from intrinsic studies into his own children.

Related: What Disney Villains Can Tell Us About Color Psychology [Infographic]

This is another type of study seen in medical and psychology fields. Instrumental reports are created to examine more than just the primary subject.

When research is conducted for an instrumental study, it is to provide the basis for a larger phenomenon. The subject matter is usually the best example of the phenomenon. This is why it is being studied.

Take the example of the fictional brand below.

Assume it’s examining lead generation strategies. It may want to show that visual marketing is the definitive lead generation tool. The brand can conduct an instrumental case study to examine this phenomenon.

Collective studies are based on instrumental case reports. These types of studies examine multiple reports.

There are a number of reasons why collective reports are created:

• To provide evidence for starting a new study
• To find pattens between multiple instrumental reports
• To find differences in similar types of cases
• Gain a deeper understanding of a complex phenomenon
• Understand a phenomenon from diverse contexts

A researcher could use multiple reports, like the one below, to build a collective case report.

Related: 10+ Case Study Infographic Templates That Convert

A business or marketing case study aims at showcasing a successful partnership. This can be between a brand and a client. Or the case study can examine a brand’s project.

There is a perception that case studies are used to advertise a brand. But effective reports, like the one below, can show clients how a brand can support them.

Hubspot created a case study on a customer that successfully scaled its business. The report outlines the various Hubspot tools used to achieve these results.

Hubspot also added a video with testimonials from the client company’s employees.

So, what is the purpose of a case study for businesses? There is a lot of competition in the corporate world. Companies are run by people. They can be on the fence about which brand to work with.

Business reports  stand out aesthetically, as well. They use  brand colors  and brand fonts . Usually, a combination of the client’s and the brand’s.

With the Venngage  My Brand Kit  feature, businesses can automatically apply their brand to designs.

A business case study, like the one below, acts as social proof. This helps customers decide between your brand and your competitors.

Don’t know how to design a report? You can learn  how to write a case study  with Venngage’s guide. We also share design tips and examples that will help you convert.

Related: 55+ Annual Report Design Templates, Inspirational Examples & Tips [Updated]

Research is a necessary part of every case study. But specific research fields are required to create studies. These fields include user research, healthcare, education, or social work.

For example, this UX Design  report examined the public perception of a client. The brand researched and implemented new visuals to improve it. The study breaks down this research through lessons learned.

Clinical reports are a necessity in the medical field. These documents are used to share knowledge with other professionals. They also help examine new or unusual diseases or symptoms.

The pandemic has led to a significant increase in research. For example,  Spectrum Health  studied the value of health systems in the pandemic. They created the study by examining community outreach.

The pandemic has significantly impacted the field of education. This has led to numerous examinations on remote studying. There have also been studies on how students react to decreased peer communication.

Social work case reports often have a community focus. They can also examine public health responses. In certain regions, social workers study disaster responses.

You now know what case studies in various fields are. In the next step of our guide, we explain the case study method.

In the field of psychology, case studies focus on a particular subject. Psychology case histories also examine human behaviors.

Case reports search for commonalities between humans. They are also used to prescribe further research. Or these studies can elaborate on a solution for a behavioral ailment.

The American Psychology Association  has a number of case studies on real-life clients. Note how the reports are more text-heavy than a business case study.

Famous psychologists such as Sigmund Freud and Anna O popularised the use of case studies in the field. They did so by regularly interviewing subjects. Their detailed observations build the field of psychology.

It is important to note that psychological studies must be conducted by professionals. Psychologists, psychiatrists and therapists should be the researchers in these cases.

Related: What Netflix’s Top 50 Shows Can Teach Us About Font Psychology [Infographic]

The case study method, or case method, is a learning technique where you’re presented with a real-world business challenge and asked how you’d solve it.

After working through it independently and with peers, you learn how the actual scenario unfolded. This approach helps develop problem-solving skills and practical knowledge.

This method often uses various data sources like interviews, observations, and documents to provide comprehensive insights. The below example would have been created after numerous interviews.

Case studies are largely qualitative. They analyze and describe phenomena. While some data is included, a case analysis is not quantitative.

There are a few steps in the case method. You have to start by identifying the subject of your study. Then determine what kind of research is required.

In natural sciences, case studies can take years to complete. Business reports, like this one, don’t take that long. A few weeks of interviews should be enough.

The case method will vary depending on the industry. Reports will also look different once produced.

As you will have seen, business reports are more colorful. The design is also more accessible . Healthcare and psychology reports are more text-heavy.

Designing case reports takes time and energy. So, is it worth taking the time to write them? Here are the benefits of creating case studies.

• Collects large amounts of information
• Helps formulate hypotheses
• Builds the case for further research
• Discovers new insights into a subject
• Builds brand trust and loyalty
• Engages customers through stories

For example, the business study below creates a story around a brand partnership. It makes for engaging reading. The study also shows evidence backing up the information.

We’ve shared the benefits of why studies are needed. We will also look at the limitations of creating them.

Related: How to Present a Case Study like a Pro (With Examples)

There are a few disadvantages to conducting a case analysis. The limitations will vary according to the industry.

• Responses from interviews are subjective
• Subjects may tailor responses to the researcher
• Studies can’t always be replicated
• In certain industries, analyses can take time and be expensive
• Risk of generalizing the results among a larger population

These are some of the common weaknesses of creating case reports. If you’re on the fence, look at the competition in your industry.

Other brands or professionals are building reports, like this example. In that case, you may want to do the same.

What makes a case study a case study?

A case study has a very particular research methodology. They are an in-depth study of a person or a group of individuals. They can also study a community or an organization. Case reports examine real-world phenomena within a set context.

How long should a case study be?

The length of studies depends on the industry. It also depends on the story you’re telling. Most case studies should be at least 500-1500 words long. But you can increase the length if you have more details to share.

What should you ask in a case study?

The one thing you shouldn’t ask is ‘yes’ or ‘no’ questions. Case studies are qualitative. These questions won’t give you the information you need.

Ask your client about the problems they faced. Ask them about solutions they found. Or what they think is the ideal solution. Leave room to ask them follow-up questions. This will help build out the study.

How to present a case study?

When you’re ready to present a case study, begin by providing a summary of the problem or challenge you were addressing. Follow this with an outline of the solution you implemented, and support this with the results you achieved, backed by relevant data. Incorporate visual aids like slides, graphs, and images to make your case study presentation more engaging and impactful.

Now you know what a case study means, you can begin creating one. These reports are a great tool for analyzing brands. They are also useful in a variety of other fields.

Use a visual communication platform like Venngage to design case studies. With Venngage’s templates, you can design easily. Create branded, engaging reports, all without design experience.

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47 case interview examples (from McKinsey, BCG, Bain, etc.)

One of the best ways to prepare for   case interviews  at firms like McKinsey, BCG, or Bain, is by studying case interview examples. 

There are a lot of free sample cases out there, but it's really hard to know where to start. So in this article, we have listed all the best free case examples available, in one place.

The below list of resources includes interactive case interview samples provided by consulting firms, video case interview demonstrations, case books, and materials developed by the team here at IGotAnOffer. Let's continue to the list.

• McKinsey examples
• BCG examples
• Bain examples
• Deloitte examples
• Other firms' examples
• Case books from consulting clubs
• Case interview preparation

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1. mckinsey case interview examples.

• Beautify case interview (McKinsey website)
• Diconsa case interview (McKinsey website)
• Electro-light case interview (McKinsey website)
• GlobaPharm case interview (McKinsey website)
• National Education case interview (McKinsey website)
• Talbot Trucks case interview (McKinsey website)
• Shops Corporation case interview (McKinsey website)
• Conservation Forever case interview (McKinsey website)
• McKinsey case interview guide (by IGotAnOffer)
• Profitability case with ex-McKinsey manager (by IGotAnOffer)
• McKinsey live case interview extract (by IGotAnOffer) - See below

2. BCG case interview examples

• Foods Inc and GenCo case samples  (BCG website)
• Chateau Boomerang written case interview  (BCG website)
• BCG case interview guide (by IGotAnOffer)
• Written cases guide (by IGotAnOffer)
• BCG live case interview with notes (by IGotAnOffer)
• BCG mock case interview with ex-BCG associate director - Public sector case (by IGotAnOffer)
• BCG mock case interview: Revenue problem case (by IGotAnOffer) - See below

3. Bain case interview examples

• CoffeeCo practice case (Bain website)
• FashionCo practice case (Bain website)
• Associate Consultant mock interview video (Bain website)
• Consultant mock interview video (Bain website)
• Written case interview tips (Bain website)
• Bain case interview guide   (by IGotAnOffer)
• Digital transformation case with ex-Bain consultant
• Bain case mock interview with ex-Bain manager (below)

4. Deloitte case interview examples

• Engagement Strategy practice case (Deloitte website)
• Recreation Unlimited practice case (Deloitte website)
• Strategic Vision practice case (Deloitte website)
• Retail Strategy practice case  (Deloitte website)
• Finance Strategy practice case  (Deloitte website)
• Talent Management practice case (Deloitte website)
• Enterprise Resource Management practice case (Deloitte website)
• Footloose written case  (by Deloitte)
• Deloitte case interview guide (by IGotAnOffer)

5. Accenture case interview examples

• Case interview workbook (by Accenture)
• Accenture case interview guide (by IGotAnOffer)

6. OC&C case interview examples

• Leisure Club case example (by OC&C)
• Imported Spirits case example (by OC&C)

7. Oliver Wyman case interview examples

• Wumbleworld case sample (Oliver Wyman website)
• Aqualine case sample (Oliver Wyman website)
• Oliver Wyman case interview guide (by IGotAnOffer)

8. A.T. Kearney case interview examples

• Promotion planning case question (A.T. Kearney website)
• Consulting case book and examples (by A.T. Kearney)
• AT Kearney case interview guide (by IGotAnOffer)

9. Strategy& / PWC case interview examples

• Presentation overview with sample questions (by Strategy& / PWC)
• Strategy& / PWC case interview guide (by IGotAnOffer)

10. L.E.K. Consulting case interview examples

• Case interview example video walkthrough   (L.E.K. website)
• Market sizing case example video walkthrough  (L.E.K. website)

11. Roland Berger case interview examples

• Transit oriented development case webinar part 1  (Roland Berger website)
• Transit oriented development case webinar part 2   (Roland Berger website)
• 3D printed hip implants case webinar part 1   (Roland Berger website)
• 3D printed hip implants case webinar part 2   (Roland Berger website)
• Roland Berger case interview guide   (by IGotAnOffer)

12. Capital One case interview examples

• Case interview example video walkthrough  (Capital One website)
• Capital One case interview guide (by IGotAnOffer)

12. EY Parthenon case interview examples

• Candidate-led case example with feedback (by IGotAnOffer)

14. Consulting clubs case interview examples

• Berkeley case book (2006)
• Columbia case book (2006)
• Darden case book (2012)
• Darden case book (2018)
• Duke case book (2010)
• Duke case book (2014)
• ESADE case book (2011)
• Goizueta case book (2006)
• Illinois case book (2015)
• LBS case book (2006)
• MIT case book (2001)
• Notre Dame case book (2017)
• Ross case book (2010)
• Wharton case book (2010)

Practice with experts

Using case interview examples is a key part of your interview preparation, but it isn’t enough.

At some point you’ll want to practise with friends or family who can give some useful feedback. However, if you really want the best possible preparation for your case interview, you'll also want to work with ex-consultants who have experience running interviews at McKinsey, Bain, BCG, etc.

If you know anyone who fits that description, fantastic! But for most of us, it's tough to find the right connections to make this happen. And it might also be difficult to practice multiple hours with that person unless you know them really well.

Here's the good news. We've already made the connections for you. We’ve created a coaching service where you can do mock case interviews 1-on-1 with ex-interviewers from MBB firms . Start scheduling sessions today!

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Case studies and template

Case studies to help you to reflect on your practice.

These case studies will help you to reflect on your practice, and provide a summary of reflective models that can help aid your reflections and make them more effective.

Templates are also provided to guide your own activities. Remember, there is no set way to reflect and you can adapt these activities to suit your learning style and your role.

Your reflection should be about learning and improving your practice. If you’d like to see how reflection has impacted the practice of some of our registrants, watch this short video.

Getting started

Here are some tips to think about when you set out to reflect.

Sole practitioners' group

Case study: Carl is a podiatrist working in independent practise. He is a sole practitioner and has run his business for 10 years

Group reflection within a team

Case study: Munira is a physiotherapist working in private practice. She has treated her service user Russel for the last three months after he was involved in a fall at home.

Reflecting by yourself

Case study: Emily is a dietitian working in an NHS Trust hospital. She also volunteers at a local charity that raises awareness about diabetes at events and conferences

Reflective practice template

Template to help you guide your own activities

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Nothing can beat practicing live cases with a partner. In fact, most candidates who go on to receive an offer from a top consulting firm like McKinsey, BCG or Bain complete at least 25 live practice sessions before their interview. However, there are certain skills you can practice alone to supplement your live case practice and give your preparations a boost. Here, we explain how to do this effectively.

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Drills are interactive exercises that pose rapid-fire questions and then provide instant feedback. They help you build your skills and confidence in specific case dimensions quickly, allowing you to make the most of the time you spend practicing live cases with partners. Our Interview Prep Course includes comprehensive sets of drills that cover four key areas: structuring, calculation, case math and chart interpretation.

Structuring

Developing effective case structures is a critical skill for success in case interviews. The former McKinsey consultants in our team at CaseCoach made structuring practice a regular habit as part of their interview preparations. In the two weeks leading up to their interviews, they spent 20-30 minutes every day reviewing case questions, developing structures for them and then evaluating their effectiveness.

Our structuring drills help you to build this kind of practice into your own preparations. The exercises include scope for posing clarifying questions and provide multiple solutions to each problem to illustrate the diversity of thinking that you can apply.

Calculations

Case interviews require candidates to demonstrate only a high school level of math skills. However, with no calculators allowed and an interviewer looking over their shoulder, many people find this aspect of the interview challenging.

If you’re not 100% confident that you can divide two numbers, simplify fractions or multiply percentages on paper, it’s a very good idea to do some practice as part of your case interview preparations. Our calculation drills help you brush up your skills across a wide range of mathematical operations under timed conditions, with questions available at both ‘standard’ and ‘advanced’ difficulty levels.

Case math questions put your calculation skills – and more – to the test in a case interview.

These questions require you to consider a hypothetical client problem that usually includes multiple data points. You must then set up an approach to solving the problem – usually in the form of an equation – and then calculate the solution. Finally, you must draw a specific conclusion to the problem that provides a recommendation to the client on how to move forward.

Our case math drills allow you to practice tackling case math questions from start to finish. They help to build familiarity and confidence with case math and to build the skills required to solve these problems.

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In most case interviews, candidates are presented with at least one exhibit that they are required to interpret and draw conclusions from. This portion of the interview tests part of the dimension of ‘judgment and insight’, where showing good capability can be a major way to differentiate yourself from other candidates.

The exhibits used in case interviews often take the form of charts, and a wide range of formats can be used. Without understanding the different types of charts you might come across in a case interview, you could easily become confused or unnerved if you’re presented with a format you don’t recognise.

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Remember that solo practice shouldn’t replace practice with a partner

Supplementing your case practice with the solo exercises we’ve recommended here is a great way to boost your preparations for interviewing with a top consulting firm. However, it’s vital to remember that solo practice shouldn’t replace live practice sessions, which allow you to put all the skills you’ve developed through your solo work into action, and experience the case interview format first-hand with a partner.

At CaseCoach we can connect you with a diverse community of fellow candidates who are all available for case interview practice in our Practice Room . In each session, you’ll play the roles of both interviewer and interviewee to gain a robust understanding of the assessment dimensions, as well as hone your case-cracking skills.

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The case study approach

Sarah crowe.

1 Division of Primary Care, The University of Nottingham, Nottingham, UK

Kathrin Cresswell

2 Centre for Population Health Sciences, The University of Edinburgh, Edinburgh, UK

Ann Robertson

3 School of Health in Social Science, The University of Edinburgh, Edinburgh, UK

Anthony Avery

Aziz sheikh.

The case study approach allows in-depth, multi-faceted explorations of complex issues in their real-life settings. The value of the case study approach is well recognised in the fields of business, law and policy, but somewhat less so in health services research. Based on our experiences of conducting several health-related case studies, we reflect on the different types of case study design, the specific research questions this approach can help answer, the data sources that tend to be used, and the particular advantages and disadvantages of employing this methodological approach. The paper concludes with key pointers to aid those designing and appraising proposals for conducting case study research, and a checklist to help readers assess the quality of case study reports.

Introduction

The case study approach is particularly useful to employ when there is a need to obtain an in-depth appreciation of an issue, event or phenomenon of interest, in its natural real-life context. Our aim in writing this piece is to provide insights into when to consider employing this approach and an overview of key methodological considerations in relation to the design, planning, analysis, interpretation and reporting of case studies.

The illustrative 'grand round', 'case report' and 'case series' have a long tradition in clinical practice and research. Presenting detailed critiques, typically of one or more patients, aims to provide insights into aspects of the clinical case and, in doing so, illustrate broader lessons that may be learnt. In research, the conceptually-related case study approach can be used, for example, to describe in detail a patient's episode of care, explore professional attitudes to and experiences of a new policy initiative or service development or more generally to 'investigate contemporary phenomena within its real-life context' [ 1 ]. Based on our experiences of conducting a range of case studies, we reflect on when to consider using this approach, discuss the key steps involved and illustrate, with examples, some of the practical challenges of attaining an in-depth understanding of a 'case' as an integrated whole. In keeping with previously published work, we acknowledge the importance of theory to underpin the design, selection, conduct and interpretation of case studies[ 2 ]. In so doing, we make passing reference to the different epistemological approaches used in case study research by key theoreticians and methodologists in this field of enquiry.

This paper is structured around the following main questions: What is a case study? What are case studies used for? How are case studies conducted? What are the potential pitfalls and how can these be avoided? We draw in particular on four of our own recently published examples of case studies (see Tables ​ Tables1, 1 , ​ ,2, 2 , ​ ,3 3 and ​ and4) 4 ) and those of others to illustrate our discussion[ 3 - 7 ].

Example of a case study investigating the reasons for differences in recruitment rates of minority ethnic people in asthma research[ 3 ]

Example of a case study investigating the process of planning and implementing a service in Primary Care Organisations[ 4 ]

Example of a case study investigating the introduction of the electronic health records[ 5 ]

Example of a case study investigating the formal and informal ways students learn about patient safety[ 6 ]

What is a case study?

A case study is a research approach that is used to generate an in-depth, multi-faceted understanding of a complex issue in its real-life context. It is an established research design that is used extensively in a wide variety of disciplines, particularly in the social sciences. A case study can be defined in a variety of ways (Table ​ (Table5), 5 ), the central tenet being the need to explore an event or phenomenon in depth and in its natural context. It is for this reason sometimes referred to as a "naturalistic" design; this is in contrast to an "experimental" design (such as a randomised controlled trial) in which the investigator seeks to exert control over and manipulate the variable(s) of interest.

Definitions of a case study

Stake's work has been particularly influential in defining the case study approach to scientific enquiry. He has helpfully characterised three main types of case study: intrinsic , instrumental and collective [ 8 ]. An intrinsic case study is typically undertaken to learn about a unique phenomenon. The researcher should define the uniqueness of the phenomenon, which distinguishes it from all others. In contrast, the instrumental case study uses a particular case (some of which may be better than others) to gain a broader appreciation of an issue or phenomenon. The collective case study involves studying multiple cases simultaneously or sequentially in an attempt to generate a still broader appreciation of a particular issue.

These are however not necessarily mutually exclusive categories. In the first of our examples (Table ​ (Table1), 1 ), we undertook an intrinsic case study to investigate the issue of recruitment of minority ethnic people into the specific context of asthma research studies, but it developed into a instrumental case study through seeking to understand the issue of recruitment of these marginalised populations more generally, generating a number of the findings that are potentially transferable to other disease contexts[ 3 ]. In contrast, the other three examples (see Tables ​ Tables2, 2 , ​ ,3 3 and ​ and4) 4 ) employed collective case study designs to study the introduction of workforce reconfiguration in primary care, the implementation of electronic health records into hospitals, and to understand the ways in which healthcare students learn about patient safety considerations[ 4 - 6 ]. Although our study focusing on the introduction of General Practitioners with Specialist Interests (Table ​ (Table2) 2 ) was explicitly collective in design (four contrasting primary care organisations were studied), is was also instrumental in that this particular professional group was studied as an exemplar of the more general phenomenon of workforce redesign[ 4 ].

What are case studies used for?

According to Yin, case studies can be used to explain, describe or explore events or phenomena in the everyday contexts in which they occur[ 1 ]. These can, for example, help to understand and explain causal links and pathways resulting from a new policy initiative or service development (see Tables ​ Tables2 2 and ​ and3, 3 , for example)[ 1 ]. In contrast to experimental designs, which seek to test a specific hypothesis through deliberately manipulating the environment (like, for example, in a randomised controlled trial giving a new drug to randomly selected individuals and then comparing outcomes with controls),[ 9 ] the case study approach lends itself well to capturing information on more explanatory ' how ', 'what' and ' why ' questions, such as ' how is the intervention being implemented and received on the ground?'. The case study approach can offer additional insights into what gaps exist in its delivery or why one implementation strategy might be chosen over another. This in turn can help develop or refine theory, as shown in our study of the teaching of patient safety in undergraduate curricula (Table ​ (Table4 4 )[ 6 , 10 ]. Key questions to consider when selecting the most appropriate study design are whether it is desirable or indeed possible to undertake a formal experimental investigation in which individuals and/or organisations are allocated to an intervention or control arm? Or whether the wish is to obtain a more naturalistic understanding of an issue? The former is ideally studied using a controlled experimental design, whereas the latter is more appropriately studied using a case study design.

Case studies may be approached in different ways depending on the epistemological standpoint of the researcher, that is, whether they take a critical (questioning one's own and others' assumptions), interpretivist (trying to understand individual and shared social meanings) or positivist approach (orientating towards the criteria of natural sciences, such as focusing on generalisability considerations) (Table ​ (Table6). 6 ). Whilst such a schema can be conceptually helpful, it may be appropriate to draw on more than one approach in any case study, particularly in the context of conducting health services research. Doolin has, for example, noted that in the context of undertaking interpretative case studies, researchers can usefully draw on a critical, reflective perspective which seeks to take into account the wider social and political environment that has shaped the case[ 11 ].

Example of epistemological approaches that may be used in case study research

How are case studies conducted?

Here, we focus on the main stages of research activity when planning and undertaking a case study; the crucial stages are: defining the case; selecting the case(s); collecting and analysing the data; interpreting data; and reporting the findings.

Defining the case

Carefully formulated research question(s), informed by the existing literature and a prior appreciation of the theoretical issues and setting(s), are all important in appropriately and succinctly defining the case[ 8 , 12 ]. Crucially, each case should have a pre-defined boundary which clarifies the nature and time period covered by the case study (i.e. its scope, beginning and end), the relevant social group, organisation or geographical area of interest to the investigator, the types of evidence to be collected, and the priorities for data collection and analysis (see Table ​ Table7 7 )[ 1 ]. A theory driven approach to defining the case may help generate knowledge that is potentially transferable to a range of clinical contexts and behaviours; using theory is also likely to result in a more informed appreciation of, for example, how and why interventions have succeeded or failed[ 13 ].

Example of a checklist for rating a case study proposal[ 8 ]

For example, in our evaluation of the introduction of electronic health records in English hospitals (Table ​ (Table3), 3 ), we defined our cases as the NHS Trusts that were receiving the new technology[ 5 ]. Our focus was on how the technology was being implemented. However, if the primary research interest had been on the social and organisational dimensions of implementation, we might have defined our case differently as a grouping of healthcare professionals (e.g. doctors and/or nurses). The precise beginning and end of the case may however prove difficult to define. Pursuing this same example, when does the process of implementation and adoption of an electronic health record system really begin or end? Such judgements will inevitably be influenced by a range of factors, including the research question, theory of interest, the scope and richness of the gathered data and the resources available to the research team.

Selecting the case(s)

The decision on how to select the case(s) to study is a very important one that merits some reflection. In an intrinsic case study, the case is selected on its own merits[ 8 ]. The case is selected not because it is representative of other cases, but because of its uniqueness, which is of genuine interest to the researchers. This was, for example, the case in our study of the recruitment of minority ethnic participants into asthma research (Table ​ (Table1) 1 ) as our earlier work had demonstrated the marginalisation of minority ethnic people with asthma, despite evidence of disproportionate asthma morbidity[ 14 , 15 ]. In another example of an intrinsic case study, Hellstrom et al.[ 16 ] studied an elderly married couple living with dementia to explore how dementia had impacted on their understanding of home, their everyday life and their relationships.

For an instrumental case study, selecting a "typical" case can work well[ 8 ]. In contrast to the intrinsic case study, the particular case which is chosen is of less importance than selecting a case that allows the researcher to investigate an issue or phenomenon. For example, in order to gain an understanding of doctors' responses to health policy initiatives, Som undertook an instrumental case study interviewing clinicians who had a range of responsibilities for clinical governance in one NHS acute hospital trust[ 17 ]. Sampling a "deviant" or "atypical" case may however prove even more informative, potentially enabling the researcher to identify causal processes, generate hypotheses and develop theory.

In collective or multiple case studies, a number of cases are carefully selected. This offers the advantage of allowing comparisons to be made across several cases and/or replication. Choosing a "typical" case may enable the findings to be generalised to theory (i.e. analytical generalisation) or to test theory by replicating the findings in a second or even a third case (i.e. replication logic)[ 1 ]. Yin suggests two or three literal replications (i.e. predicting similar results) if the theory is straightforward and five or more if the theory is more subtle. However, critics might argue that selecting 'cases' in this way is insufficiently reflexive and ill-suited to the complexities of contemporary healthcare organisations.

The selected case study site(s) should allow the research team access to the group of individuals, the organisation, the processes or whatever else constitutes the chosen unit of analysis for the study. Access is therefore a central consideration; the researcher needs to come to know the case study site(s) well and to work cooperatively with them. Selected cases need to be not only interesting but also hospitable to the inquiry [ 8 ] if they are to be informative and answer the research question(s). Case study sites may also be pre-selected for the researcher, with decisions being influenced by key stakeholders. For example, our selection of case study sites in the evaluation of the implementation and adoption of electronic health record systems (see Table ​ Table3) 3 ) was heavily influenced by NHS Connecting for Health, the government agency that was responsible for overseeing the National Programme for Information Technology (NPfIT)[ 5 ]. This prominent stakeholder had already selected the NHS sites (through a competitive bidding process) to be early adopters of the electronic health record systems and had negotiated contracts that detailed the deployment timelines.

It is also important to consider in advance the likely burden and risks associated with participation for those who (or the site(s) which) comprise the case study. Of particular importance is the obligation for the researcher to think through the ethical implications of the study (e.g. the risk of inadvertently breaching anonymity or confidentiality) and to ensure that potential participants/participating sites are provided with sufficient information to make an informed choice about joining the study. The outcome of providing this information might be that the emotive burden associated with participation, or the organisational disruption associated with supporting the fieldwork, is considered so high that the individuals or sites decide against participation.

In our example of evaluating implementations of electronic health record systems, given the restricted number of early adopter sites available to us, we sought purposively to select a diverse range of implementation cases among those that were available[ 5 ]. We chose a mixture of teaching, non-teaching and Foundation Trust hospitals, and examples of each of the three electronic health record systems procured centrally by the NPfIT. At one recruited site, it quickly became apparent that access was problematic because of competing demands on that organisation. Recognising the importance of full access and co-operative working for generating rich data, the research team decided not to pursue work at that site and instead to focus on other recruited sites.

Collecting the data

In order to develop a thorough understanding of the case, the case study approach usually involves the collection of multiple sources of evidence, using a range of quantitative (e.g. questionnaires, audits and analysis of routinely collected healthcare data) and more commonly qualitative techniques (e.g. interviews, focus groups and observations). The use of multiple sources of data (data triangulation) has been advocated as a way of increasing the internal validity of a study (i.e. the extent to which the method is appropriate to answer the research question)[ 8 , 18 - 21 ]. An underlying assumption is that data collected in different ways should lead to similar conclusions, and approaching the same issue from different angles can help develop a holistic picture of the phenomenon (Table ​ (Table2 2 )[ 4 ].

Brazier and colleagues used a mixed-methods case study approach to investigate the impact of a cancer care programme[ 22 ]. Here, quantitative measures were collected with questionnaires before, and five months after, the start of the intervention which did not yield any statistically significant results. Qualitative interviews with patients however helped provide an insight into potentially beneficial process-related aspects of the programme, such as greater, perceived patient involvement in care. The authors reported how this case study approach provided a number of contextual factors likely to influence the effectiveness of the intervention and which were not likely to have been obtained from quantitative methods alone.

In collective or multiple case studies, data collection needs to be flexible enough to allow a detailed description of each individual case to be developed (e.g. the nature of different cancer care programmes), before considering the emerging similarities and differences in cross-case comparisons (e.g. to explore why one programme is more effective than another). It is important that data sources from different cases are, where possible, broadly comparable for this purpose even though they may vary in nature and depth.

Analysing, interpreting and reporting case studies

Making sense and offering a coherent interpretation of the typically disparate sources of data (whether qualitative alone or together with quantitative) is far from straightforward. Repeated reviewing and sorting of the voluminous and detail-rich data are integral to the process of analysis. In collective case studies, it is helpful to analyse data relating to the individual component cases first, before making comparisons across cases. Attention needs to be paid to variations within each case and, where relevant, the relationship between different causes, effects and outcomes[ 23 ]. Data will need to be organised and coded to allow the key issues, both derived from the literature and emerging from the dataset, to be easily retrieved at a later stage. An initial coding frame can help capture these issues and can be applied systematically to the whole dataset with the aid of a qualitative data analysis software package.

The Framework approach is a practical approach, comprising of five stages (familiarisation; identifying a thematic framework; indexing; charting; mapping and interpretation) , to managing and analysing large datasets particularly if time is limited, as was the case in our study of recruitment of South Asians into asthma research (Table ​ (Table1 1 )[ 3 , 24 ]. Theoretical frameworks may also play an important role in integrating different sources of data and examining emerging themes. For example, we drew on a socio-technical framework to help explain the connections between different elements - technology; people; and the organisational settings within which they worked - in our study of the introduction of electronic health record systems (Table ​ (Table3 3 )[ 5 ]. Our study of patient safety in undergraduate curricula drew on an evaluation-based approach to design and analysis, which emphasised the importance of the academic, organisational and practice contexts through which students learn (Table ​ (Table4 4 )[ 6 ].

Case study findings can have implications both for theory development and theory testing. They may establish, strengthen or weaken historical explanations of a case and, in certain circumstances, allow theoretical (as opposed to statistical) generalisation beyond the particular cases studied[ 12 ]. These theoretical lenses should not, however, constitute a strait-jacket and the cases should not be "forced to fit" the particular theoretical framework that is being employed.

When reporting findings, it is important to provide the reader with enough contextual information to understand the processes that were followed and how the conclusions were reached. In a collective case study, researchers may choose to present the findings from individual cases separately before amalgamating across cases. Care must be taken to ensure the anonymity of both case sites and individual participants (if agreed in advance) by allocating appropriate codes or withholding descriptors. In the example given in Table ​ Table3, 3 , we decided against providing detailed information on the NHS sites and individual participants in order to avoid the risk of inadvertent disclosure of identities[ 5 , 25 ].

What are the potential pitfalls and how can these be avoided?

The case study approach is, as with all research, not without its limitations. When investigating the formal and informal ways undergraduate students learn about patient safety (Table ​ (Table4), 4 ), for example, we rapidly accumulated a large quantity of data. The volume of data, together with the time restrictions in place, impacted on the depth of analysis that was possible within the available resources. This highlights a more general point of the importance of avoiding the temptation to collect as much data as possible; adequate time also needs to be set aside for data analysis and interpretation of what are often highly complex datasets.

Case study research has sometimes been criticised for lacking scientific rigour and providing little basis for generalisation (i.e. producing findings that may be transferable to other settings)[ 1 ]. There are several ways to address these concerns, including: the use of theoretical sampling (i.e. drawing on a particular conceptual framework); respondent validation (i.e. participants checking emerging findings and the researcher's interpretation, and providing an opinion as to whether they feel these are accurate); and transparency throughout the research process (see Table ​ Table8 8 )[ 8 , 18 - 21 , 23 , 26 ]. Transparency can be achieved by describing in detail the steps involved in case selection, data collection, the reasons for the particular methods chosen, and the researcher's background and level of involvement (i.e. being explicit about how the researcher has influenced data collection and interpretation). Seeking potential, alternative explanations, and being explicit about how interpretations and conclusions were reached, help readers to judge the trustworthiness of the case study report. Stake provides a critique checklist for a case study report (Table ​ (Table9 9 )[ 8 ].

Potential pitfalls and mitigating actions when undertaking case study research

Stake's checklist for assessing the quality of a case study report[ 8 ]

Conclusions

The case study approach allows, amongst other things, critical events, interventions, policy developments and programme-based service reforms to be studied in detail in a real-life context. It should therefore be considered when an experimental design is either inappropriate to answer the research questions posed or impossible to undertake. Considering the frequency with which implementations of innovations are now taking place in healthcare settings and how well the case study approach lends itself to in-depth, complex health service research, we believe this approach should be more widely considered by researchers. Though inherently challenging, the research case study can, if carefully conceptualised and thoughtfully undertaken and reported, yield powerful insights into many important aspects of health and healthcare delivery.

Competing interests

The authors declare that they have no competing interests.

Authors' contributions

AS conceived this article. SC, KC and AR wrote this paper with GH, AA and AS all commenting on various drafts. SC and AS are guarantors.

Pre-publication history

The pre-publication history for this paper can be accessed here:

http://www.biomedcentral.com/1471-2288/11/100/prepub

Acknowledgements

We are grateful to the participants and colleagues who contributed to the individual case studies that we have drawn on. This work received no direct funding, but it has been informed by projects funded by Asthma UK, the NHS Service Delivery Organisation, NHS Connecting for Health Evaluation Programme, and Patient Safety Research Portfolio. We would also like to thank the expert reviewers for their insightful and constructive feedback. Our thanks are also due to Dr. Allison Worth who commented on an earlier draft of this manuscript.

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• Numerical Reasoning
• Verbal Reasoning
• Inductive Reasoning
• Logical Reasoning
• Situational Judgement
• Mechanical Reasoning
• Watson Glaser Critical thinking
• Deductive reasoning
• Abstract reasoning
• Spatial reasoning
• Error checking
• Verbal comprehension
• Reading comprehension
• Diagrammatic Reasoning
• Psychometric tests
• Personality test
• In-Tray exercise
• E-Tray exercise
• Competency based assessment
• Game based assessments
• Analysis exercise
• Group exercise
• Presentation exercise
• Video interview
• Strengths based assessment
• Strengths based interviews
• Saville Assessment
• Talent Q / Korn Ferry
• Watson Glaser
• Criterion Partnership
• Test Partnership
• Cut-e / Aon
• Team Focus PFS
• Sova Assessment

Chapter 6: Case Study Exercises

A resource guide to help you master case study exercises

Page contents:

What is a case study exercise, how to answer a case study exercise, what skills does a case-study exercise assess, what questions will be asked in a case study exercise, case study exercise tips to succeed, key takeaways.

Case-study exercises are a very popular part of an assessment centre. But don't worry, with a bit of preparation and understanding, you can ace this part of the assessment.

Case study exercises are a popular tool used by employers to evaluate candidates' problem-solving skills, analytical thinking, and decision-making abilities. These exercises can be in the form of a written report, a presentation, or a group discussion, and typically involve a hypothetical business problem that requires a solution.

The case study presents the candidate with a series of fictional documents such as company reports, a consultant’s report, results from new product research etc. (i.e. similar to the in-tray exercise except these documents will be longer). You will then be asked to make business decisions based on the information. This can be done as an individual exercise, or more likely done in a group discussion so that assessors can also score your teamworking ability.

Before you start the exercise, it's important to carefully read and understand the instructions. Make sure you know what you're being asked to do, what resources you have available to you, and how your performance will be assessed. If you're unsure about anything, don't be afraid to ask for clarification.

Once you've read the case study, it's time to start analysing the problem. This involves breaking down the problem into its component parts, identifying the key issues, and considering different options for addressing them. It's important to approach the problem from different angles and to consider the implications of each possible solution.

During the exercise, you'll need to demonstrate your ability to work well under pressure, to think on your feet, and to communicate your ideas effectively. Make sure to use clear and concise language, and to back up your arguments with evidence and examples.

If you're working on a group case study exercise, it's important to listen to the ideas of others and to contribute your own ideas in a constructive and respectful way. Remember that the assessors are not only evaluating your individual performance but also how well you work as part of a team.

When it comes to presenting your solution, make sure to structure your presentation in a clear and logical way. Start with an introduction that sets out the problem and your approach, then move onto your analysis and recommendations, and finish with a conclusion that summarizes your key points. Make sure to keep to time and to engage your audience with your presentation.

A case study exercise is designed to assess several core competencies that are critical for success in the role you are applying for. There will be many common competencies that will be valuable across most roles in the professional world, these competencies typically include:

• Problem-Solving Skills: The ability to identify and analyse problems, and to develop and implement effective solutions.
• Analytical Thinking: The capacity to break down complex information into smaller parts, evaluate it systematically, and draw meaningful conclusions.
• Decision-Making Abilities: The ability to make well-informed and timely decisions, considering all relevant information and potential outcomes.
• Communication Skills: The capacity to convey ideas clearly and concisely, and to listen actively to others.
• Teamwork Skills: The ability to collaborate effectively with others, and to work towards a shared goal.
• Time Management: The capacity to prioritise tasks and to manage time effectively, while maintaining quality and meeting deadlines.

By assessing these competencies, employers can gain valuable insights into how candidates approach problems, how they think critically, and how they work with others to achieve goals. Ultimately, the aim is to identify candidates who can add value to the organisation, and who have the potential to become successful and productive members of the team.

Different companies will prioritise certain competencies; the original job description is a great place to look for finding out what competencies the employer desires and so will likely be scoring you against during the assessment centre activities.

The type of questions that may be asked can vary, but here are some examples of the most common types:

• Analytical Questions: These questions require the candidate to analyse a set of data or information and draw conclusions based on their findings. For example: "You have been given a dataset on customer behaviour. What insights can you draw from the data to improve sales performance?"
• Decision-Making Questions: These questions ask the candidate to make a decision based on a given scenario. For example: "You are the CEO of a company that is considering a merger. What factors would you consider when making the decision to proceed with the merger?"
• Group Discussion Questions: In a group case study exercise, candidates may be asked to work together to analyse a problem and present their findings to the assessors. For example: "As a team, analyse the strengths and weaknesses of our company's current marketing strategy and recommend improvements."

The questions are designed to test the candidate's problem-solving, analytical thinking, decision-making, and communication skills. It's important to carefully read and understand the questions, and to provide well-reasoned and evidence-based responses.

It has been known for employers to use real live projects for the case study exercise with sensitive information swapped for fictional examples.

Information from the case study exercise lends itself to be used as scene-setting for other exercises at the assessment centre. It is common to have the same fictional setting running through the assessment centre, to save time on having to describe a new scenario for each task. You will be told in each exercise if you are expected to remember the information from a previous exercise, but this is rarely the case. Usually the only information common to multiple exercises is the fictional scenario; all data to be used in each exercise will be part of that exercise.

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Practice makes perfect

• Learn from detailed solutions
• Track your progress

Here are some key tips to help you prepare for and successfully pass a case study exercise at an assessment centre:

• Understand the Brief: Carefully read and analyse the case study brief, making sure you understand the problem or scenario being presented, and the information and data provided. Take notes and identify key issues and opportunities.
• Plan Your Approach: Take some time to plan your approach to the case study exercise. Consider the key challenges and opportunities, and identify potential solutions and recommendations. This will help you structure your thoughts and prioritise your ideas.
• Use Evidence: Use evidence from the case study, as well as your own research and knowledge, to support your ideas and recommendations. This will demonstrate your analytical thinking and problem-solving skills.
• Stay Focused: During the exercise, stay focused on the task at hand and avoid getting sidetracked by irrelevant information or details. Keep the objective of the exercise in mind, and stay on track with your analysis and recommendations.
• Collaborate Effectively: If the case study exercise involves group work, make sure to communicate clearly and effectively with your team members. Listen actively to their ideas, and contribute constructively to the discussion.
• Be Confident: Have confidence in your ideas and recommendations, and be prepared to defend your positions if challenged. Speak clearly and confidently, and use evidence and data to support your arguments.

Here is the summary of what case-study exercises are and how to pass them:

• A case study exercise is a type of assessment where candidates are presented with a hypothetical business scenario and asked to provide solutions or recommendations.
• These exercises assess a range of competencies such as problem-solving, analytical thinking, decision-making, communication, teamwork, and time management.
• To pass a case study exercise, it's important to carefully read and understand the brief, plan your approach, use evidence to support your ideas, stay focused, collaborate effectively, be confident, and manage your time effectively.

Fully understanding the format of the exercise, taking practice case-study exercises and following our tips outlined above will drastically improve the chances of you standing out as a star candidate at the assessment centre.

• Open access
• Published: 02 September 2024

The right care in the right place: a scoping review of digital health education and training for rural healthcare workers

• Leanna Woods 1 , 2 ,
• Priya Martin 3 ,
• Johnson Khor 1 , 4 ,
• Lauren Guthrie 1 &
• Clair Sullivan 1 , 2 , 5  

BMC Health Services Research volume  24 , Article number:  1011 ( 2024 ) Cite this article

Metrics details

Digital health offers unprecedented opportunities to enhance health service delivery across vast geographic regions. However, these benefits can only be realized with effective capabilities and clinical leadership of the rural healthcare workforce. Little is known about how rural healthcare workers acquire skills in digital health, how digital health education or training programs are evaluated and the barriers and enablers for high quality digital health education and training.

To conduct a scoping review to identify and synthesize existing evidence on digital health education and training of the rural healthcare workforce.

Inclusion criteria

Sources that reported digital health and education or training in the healthcare workforce in any healthcare setting outside metropolitan areas.

We searched for published and unpublished studies written in English in the last decade to August 2023. The databases searched were PubMed, Embase, Scopus, CINAHL and Education Resources Information Centre. We also searched the grey literature (Google, Google Scholar), conducted citation searching and stakeholder engagement. The JBI Scoping Review methodology and PRISMA guidelines for scoping reviews were used.

Five articles met the eligibility criteria. Two case studies, one feasibility study, one micro-credential and one fellowship were described. The mode of delivery was commonly modular online learning. Only one article described an evaluation, and findings showed the train-the-trainer model was technically and pedagogically feasible and well received. A limited number of barriers and enablers for high quality education or training of the rural healthcare workforce were reported across macro (legal, regulatory, economic), meso (local health service and community) and micro (day-to-day practice) levels.

Conclusions

Upskilling rural healthcare workers in digital health appears rare. Current best practice points to flexible, blended training programs that are suitably embedded with interdisciplinary and collaborative rural healthcare improvement initiatives. Future work to advance the field could define rural health informatician career pathways, address concurrent rural workforce issues, and conduct training implementation evaluations.

Review registration number

Open Science Framework: https://doi.org/10.17605/OSF.IO/N2RMX .

Peer Review reports

Introduction

Globally, healthcare workers (HCWs) face multiple pressures simultaneously: increasing demand for care, co-morbidities and condition complexity, budget pressures, and rapid digital disruption [ 1 ]. The digital disruption in healthcare promises an unprecedented circumstance to improve outcomes and strengthen health systems [ 2 ]. However, this opportunity depends on a capable healthcare workforce with adequate skills and knowledge in data and emerging technologies [ 3 ]. HCW capability in digital health and clinical informatics is increasingly acknowledged as an essential component to the delivery of high-quality patient care [ 4 ]. Universities do not yet routinely teach these curricula in clinical degrees, and the capability gap in the current workforce is often filled by brief, reactive, and on-the-job training [ 5 ]. Sustainability of healthcare includes developing a skilled healthcare workforce educated and competent in digital health [ 6 ].

The rural healthcare workforce is faced with the location-based issues of resource constraints, workforce shortages, high staff turnover rates, stress, burnout, and an ageing workforce [ 7 ]. The World Health Organization has acknowledged in a recent report (2021) the complex challenge of shortage of healthcare workers globally in rural areas [ 7 ]. This report has acknowledged that the workforce density is lower than national averages in most of these areas. In places where there isn’t a national shortage, maldistribution of the workforce has been noted [ 7 ]. Digitally enabled models of care are well placed to enhance health service delivery across vast and distributed geographic regions. However, rural health service organizations require uplift to align with their metropolitan counterparts in workforce digital readiness [ 8 ]. Building digital health capability in rural settings is critical because higher digital health capability is associated with better outcomes, including the ability to maintain an accurate patient health record, track patient experience data, track the patient journey, and mitigate clinical risks [ 9 ]. Rurality is contributing to widening digital health inequities [ 10 ] with significant efforts required to adequately manage the rural digital divide [ 11 , 12 ]. Building digital capabilities of healthcare providers in rural and remote settings through education, training and support is needed [ 13 ].

Existing evidence on the education and training the rural healthcare workforce is limited. Firstly, while health science faculties are progressively integrating digital health into the undergraduate curricula for the future workforce [ 14 , 15 , 16 ], it is unclear how the education of current HCW is approached [ 14 ]. Despite global exemplars such as fellowship training for physicians [ 17 ], certification for nurses [ 18 ], and advanced education for clinical and non-clinical professionals [ 19 ], limited evidence of successful workforce programs to build digital health skills exist [ 4 ]. None focus on the rural healthcare setting.

Secondly, in literature reporting digital health in rural settings, there is a notable scarcity on workforce training programs. Existing studies focus on efficacy of delivered healthcare [ 20 , 21 ], workforce perceptions of digital health tool implementation [ 22 , 23 ] or are limited to training of specific interventions (e.g., clinical telehealth [ 24 ]). This review sought to explore the literature where these two gaps coexist, the intersection of digital health education and training and the rural healthcare workforce, and synthesize the available evidence on digital health education and training for the rural healthcare workforce.

Review question

The research questions for this review were:

What are the existing practices and approaches to digital health education and training for rural HCWs?

How has digital health education and training been evaluated following implementation?

What are the barriers and enablers for high quality digital health education and training in the rural healthcare workforce?

Participants

The review considered studies and reports on any members of the workforce in healthcare settings outside of metropolitan areas. The healthcare workforce refers to ‘all individuals who deliver or assist in the delivery of health services or support the operation of health care facilities’ [ 3 ]. All clinical (e.g., medical doctors, nurses, allied health professionals, pharmacists, Indigenous HCWs, pre-registration/qualification students undertaking placements in health care facilities) and non-clinical workers (e.g., administration, executive and management, clinical support, and volunteers) were considered regardless of professional body or government registration status. Patients, healthcare consumers, and the public were excluded.

The core concepts of digital health and training were combined in this review. Digital health and clinical informatics are often used interchangeably, and both were considered in this review. While digital health refers to the use of digital technologies for health [ 25 ], clinical informatics refers to more specialized practice of analyzing, designing, implementing and evaluating information and communication systems [ 26 ]. Specific digital health systems (e.g., IT infrastructure, telehealth, electronic medical records) were included. Training relates to the education or training initiatives (e.g., programs, curriculum, course) that build an individuals’ digital health capability to confidently use technologies to respond to the needs of consumers now and into the future [ 1 ]. Both education and training activities were considered. Education often refers to theoretical learning (e.g., by an academic institution, qualification), and training often teaches practical skills (e.g., employer-provided professional development, ‘just-in-time’ training) [ 3 , 24 ]. This review did not consider HCW education delivered at a distance through technologies (e.g., telesupervision for clinical skills training).

This review considered studies and reports from rural healthcare settings defined as outside metropolitan cities, inclusive of regional, rural, remote, and very remote settings. When the term ‘rural’ is used in this review, it refers to all areas outside major metropolitan cities as described by authors of individual studies and reports. All healthcare facilities across primary, secondary, and tertiary care settings were included in any country.

Types of sources

All research studies, irrespective of the study design, were considered. Reviews, conference abstracts and non-research sources (e.g., policy documents, program or course curriculum) were considered. The grey literature was included to capture reactionary training developed by rural health services that were not published as peer-reviewed research studies.

This review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews [ 27 ] and reported as per the Preferred Reporting of Systematic Reviews and Meta-analyses for scoping reviews (PRISMA-ScR) [ 28 ] (Additional file 1 ). The review protocol was registered in Open Science Framework [ https://doi.org/10.17605/OSF.IO/N2RMX ].

A scoping review approach was chosen over a systematic review to address a general, formative review question on this topic that is emerging in the literature and where the literature is complex and heterogenous [ 29 ]. An initial preliminary search of the topic in the academic databases, Cochrane Library, Open Science Framework and Prospero registry resulted in a very small number of relevant articles. It was determined that a broader search strategy and inclusion of non-research sources was required, consistent with the scoping review methodology [ 29 ]. Scoping review format is also well suited to the vast, diverse healthcare education topic across different disciplines, interventions and outcomes realised [ 30 ]. Mapping and synthesis across sources in this scoping review aims to inform research agendas and identify implications for policy and practice [ 31 ].

Deviations from the protocol

There were no deviations to the protocol.

Search strategy

The three phase JBI search process was followed. An initial limited search of PubMed was performed to identify keywords on the topic, followed by an analysis of the text words and index terms contained in the title and abstract. A subsequent preliminary search in Prospero registry, Cochrane Library and Open Science Framework informed the development of a full search strategy in PubMed. The search strategy, including all identified keyworks and index terms, was adapted for each included database and information source after refining the strategy with an information specialist. The reference lists of all included sources of evidence were screened for additional studies.

The review included only studies and reports in English (due to translation resourcing limitations) in the last 10 years (due to the relative novelty of the digital transformation of healthcare). The search was conducted in August 2023. The databases searched included PubMed, Scopus, Cumulative Index for Nursing and Allied Health Literature (CINAHL), Embase, and Education Resources Information Center (ERIC). Scopus was chosen over Web of Science as it provides 20% more coverage and the relative recency of articles indexed (publish date after 1995 [ 32 ]) was not a concern for our research question. The search for unpublished studies and grey literature included Google and Google Scholar, using a modified search strategy as required. In addition, national and international stakeholders ( n  = 29) from Asia, the Pacific Islands, Australia, USA and the UK known to have subject matter expertise on the topic were contacted via direct email. Stakeholders were asked to share any relevant work underway or otherwise undiscoverable using our scoping review methods. The full search strategy for each information source is provided in Additional file 2 .

Study selection

Following the search, identified articles were collated and uploaded into Covidence review software (Veritas Health Innovation Ltd; Melbourne, Australia) and duplicates removed. Two reviewers (among LW, JK and LG) then independently screened the title and abstract of each citation and selected studies that met the inclusion criteria. The full text articles were retrieved and uploaded into Covidence. These studies and reports were assessed independently by two reviewers (listed previously) for full assessment against the inclusion criteria. Any disagreements that arose between the reviewers at each stage of the selection process were resolved through discussion or with an additional reviewer (among LG and PM). Three meetings occurred to discuss any voting conflicts that occurred during title and abstract screening and full-text screening. Articles that did not satisfy the criteria were excluded with reasons for exclusion recorded. Search results and study selection process is presented in accordance to the PRISMA-ScR flow diagram (Fig. 1 ) [ 28 ]. Quality appraisal of selected studies was not conducted, consistent with scoping reviews methods [ 33 ].

Search results and source selection and inclusion process

Data extraction

Extracted data included the specific details about the participants, concept, context, study methods and key findings relevant to each review question. Data was extracted by one reviewer (JK) and checked by a second reviewer (LW). Data were extracted using the data extraction tool developed and piloted by the team (Additional file 3 ).

Data synthesis and presentation

The characteristics of the included studies were analyzed and organized in tabular format, accompanied by a narrative summary. Results of each research question was presented under separate headings. The data analysis for research question three (barriers and enablers of high-quality digital health education and training) was enhanced. We adopted the socio-institutional framework described by Smith et al [ 34 ] and used in education research [ 35 ] to classify macro, meso, micro level enablers and barriers to help improve the generalizability of the synthesized insights and identify stakeholders that are able to influence change. Gaps and limitations of the current literature were discovered from the evidence with recommendations for policy, practice and future research provided.

Study inclusion

Database searching yielded 1005 articles and stakeholder engagement yielded two articles. After removing duplicates, 660 articles were screened for title and abstract, after which 29 articles underwent full text review. Of the 29 articles, 24 articles were excluded: the setting was metropolitan or otherwise inadequately described as non-metropolitan ( n  = 6); the intervention was not a training or education initiative for digital health or clinical informatics ( n  = 16), or the population was not rural healthcare workers ( n  = 2). In total, following full-text screening, five articles were included in the final review (Fig.  1 ).

Characteristics of included studies

Of the five included articles, three were academic publications including two case studies [ 36 , 37 ] and one feasibility study [ 38 ] (Table 1 ). The two articles identified through stakeholder engagement presented course summaries [ 39 , 40 ] where one described a micro-credential [ 40 ] and the other described a fellowship [ 39 ]. Most articles ( n  = 3) were published recently between 2021 and 2023 [ 38 , 39 , 40 ]. Healthcare workforce settings were distributed across the continents of the United States of America [ 36 ], Asia [ 37 ], Africa [ 38 ] and Australia [ 39 , 40 ], with no articles reporting a setting in the European continent. Further study characteristics are available in Table 1 .

Review findings

What are the existing approaches to digital health education and training for rural hcws.

Training and education programs were needed due to identified gaps in knowledge, skills and expertise to support healthcare delivery in rural contexts with digital health [ 36 , 37 , 38 ], [ 40 ]. One article reported the target learners as village doctors, who may have “limited training and inadequate medical knowledge, yet they are generally the mainstay of health services” [ 37 ]. The mode of teaching in the included studies were four modular online learning courses [ 36 , 37 , 38 ], [ 40 ] and one fellowship [ 39 ]. Of the four modular online learning courses, one was supplemented by a facilitator-led train-the-trainer model [ 38 ], informed by an academic framework [ 41 ], with cohort-based discussion via a social media platform. The second was a certification in the form of a self-paced micro-credential completed individually [ 40 ]. Of the four modular online learning courses, the number of modules ranged from three to eight and covered a variety of digital health topics including innovation, commercialization, bioinformatics, technology use, data and information, professionalism, implementation and evaluation. One had a particular focus on information and communication technology tool use [ 37 ] while another focused on remote consulting [ 38 ]. The mode of delivery of the fellowship was not reported in the article.

Four [ 36 , 37 , 39 , 40 ] of the five included articles did not report an evaluation. One article in rural Tanzania described the evaluation of the train-the-trainer digital health training program using a mixed-method design [ 38 ]: (1) questionnaire informed by Kirkpatrick’s model of evaluation to capture knowledge gained and perceived behavior change on a Likert scale, (2) qualitative interviews to explore training experiences and views of remote consulting, and (3) document analysis from texts, emails and training reports [ 38 ]. Of the tier 1 trainees (senior medical figure trainers who were trained to educate their peers) that completed the questionnaire ( n  = 10, 83%), nine (90%) recommended the training program and reported receiving relevant skills and applying learning to daily work, demonstrating satisfaction, learning and perceived behavior change [ 38 ]. Overall, the feasibility study confirmed that remotely delivered training supported by cascade training was technically and pedagogically feasible and well received in rural Tanzania [ 38 ].

What are the barriers and enablers for high quality digital health education and training of the rural healthcare workforce?

Reported enablers and barriers are presented using the macro, meso, micro framework [ 34 ] (Table 2 ).

This scoping review reflects the scarcity of reported digital health education and training programs in existence for rural HCWs globally. This review responds to the World Health Organization (WHO) recommendation to design and enable access to continuing education and professional development programs that meet the needs of rural HCWs [ 7 ], and the Sustainable Development Goal for inclusive and equitable quality education [ 42 ].

Concurrent challenges of people (workforce), setting (rural) and content (digital health) are reported in included articles alongside enablers and barriers to education and training programs. Included studies reported a shortage of doctors and specialists [ 36 ], lack of technical knowledge [ 36 ] (people); higher cost of delivering rural healthcare, high burden of illness [ 40 ], medically underserved population due to rural hospital closures [ 36 ] (setting); and limited use of digital health tools due to coordination challenges among non-government organisations [ 37 ] (content). These additional macro, meso and micro level factors are described by authors firstly as influencing the need for digital health programs in rural settings, and secondly, as contributing to the challenges of implementing effective programs. The rural health workforce challenges in digital health education and training reflect the broader workforce development issues experienced globally [ 7 ]. While this review sought to identify workforce development programs, the WHO model indicates the need for attractiveness, recruitment and retention to enable workforce performance (i.e., appropriate and competent multidisciplinary teams providing care) and health system performance (i.e., improving universal health coverage) [ 7 ].

In low-resource settings such as rural areas, education and training may not be prioritized among other competing workload demands. As the value of digital health transformations are realized for strengthening healthcare systems [ 25 , 43 ], the value of digital health education or training programs may become realized. This value was evidenced in the implementation of the teleconsulting training intervention in rural Tanzania [ 38 ] in rapid response to supporting care delivery during the COVID-19 pandemic period. With evaluations of programs largely absent from an already small number of programs globally, it will be important for future research to focus on implementation evaluation studies. As Table 2 presents only limited enablers and barriers, more evidence is needed to build on the findings from this scoping review to inform strategies for policy and practice.

The interdisciplinarity of digital health presents challenges and opportunities for nurturing digital health expertise across the rural healthcare workforce. Included articles largely described the target learners of education and training programs as clinicians, practitioners and healthcare workforce. Walden et al. further indicated that users of online content may extend beyond rural health clinicians to healthcare administrators, researchers and providers relevant to address the regulatory factors of clinical validation and implementation [ 36 ]. Therefore, for their program of work, the University of Arkansas for Medical Sciences identified and fostered collaboration with an interprofessional team of clinicians, researchers, informaticists, a bioethicist, lawyers, technology investment experts, and educators [ 36 ]. No articles in the review described education or training health informaticians or similar digital health leadership role types, yet building defined career pathways for health informaticians is recommended [ 4 ]. Existing pedagogy shows that the learning principles of interprofessional practice is grounded in understanding one’s own practice as well as the practice of other health professionals and remains aligned to the educational needs of specific professions [ 44 ] (i.e., medicine, nursing, pharmacy). Defining new career pathways for interdisciplinary leaders in digital health within a specific clinical context, like the ‘rural health informatician’, will be important to identify or define the (hidden) specialized workforce.

Local, informal organizational initiatives for digital health learning were discovered alongside formal education or training programs in included studies. Programs were often reported in articles alongside concurrent digital health implementation or healthcare improvement programs, sometimes referred to as ‘outreach’ [ 36 ] activities. These informal initiatives included special interest groups, in-person conferences, networking events, working groups [ 36 ] and seminars [ 37 ]. Current evidence from this scoping review suggests that the efficacy and sustainability of education or training programs are reliant on integrated approaches, like the train-the-trainer [ 38 ] or academic organization approach [ 36 ], that foster translational research for rural healthcare improvement. As illustrated by Walden et al., success in digital health is likely to require a foundational environment where technologies can be discussed, developed and deployed [ 36 ]. Success in rural digital health skills acquisition likely requires a similar, longitudinal and collaborative approach beyond the confines of an online course completed individually. Previous research shows us that blended learning, which merges face-to-face with online learning, translates to better knowledge outcomes [ 44 ]. Blended learning can also overcome the barrier of rural HCWs travelling large distances to attend face-to-face training that comes at a great cost to themselves and the work unit. A key recommendation to improve the digital health training program described by Downie et al. was more face-to-face time with trainers, from the perspective of both trainee and facilitator [ 38 ]. This, however, can only be realized with targeted planning and budgeting of such offerings by involved rural healthcare organizations.

The opportunities to advance digital health education and training for rural HCWs are presented across the macro, meso and micro levels in the socio-institutional framework, with suggested relevant stakeholders suited to actioning the recommendations (Table  3 ). While the context for this is likely to vary across the globe, these recommendations and stakeholders are expected to provide a starting point to initiate a dialogue that can influence change. These recommendations are not meant to be prescriptive or rigid, but rather meant to flag actionable solutions that can be contextualized for any given setting.

Strengths and limitations

It is possible that there is a greater number of published educational and training programs than those reported in this review (i.e., publication bias). To mitigate this, we used a scoping review methodology and stakeholder engagement activity to identify unpublished or emerging programs that answer the review question but may not be discoverable in the academic databases. The review is limited to articles available in the English language. The small number of programs, heterogeneity of programs and limited evaluation of programs significantly limit generalizability of findings. Due to data availability, the barriers and enablers findings summary contain an overrepresentation from a small number of studies limiting conclusions that can be drawn.

Digital health offers the best opportunity for innovative sustainable change to address critical issues in health and care in rural settings. Workforce education and training initiatives in rural healthcare settings are scarce, largely delivered via online training, and are rarely evaluated. Current best practice points to flexible, blended (online and face-to-face) training programs that are suitably embedded with interdisciplinary, collaborative rural healthcare improvement initiatives. More research will expand the evidence base to deliver high-quality digital health education to strengthen rural healthcare delivery. Future work to advance the field could define rural health informatician career pathways, address concurrent rural workforce issues, and conduct implementation evaluations.

Availability of data and materials

No datasets were generated or analysed during the current study.

Abbreviations

Cumulative Index for Nursing and Allied Health Literature

Education Resources Information Centre

Healthcare worker

Joanna Briggs Institute

Preferred Reporting of Systematic Reviews and Meta-analyses for scoping reviews

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LW, PM and CS designed the study. LW, PM, JK and LG acquired data; analyzed and interpreted results and drafted the manuscript and all subsequent drafts. CS read and contributed to manuscript drafts. All authors read and approved the final manuscript draft.

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Additional File 1. Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist.

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A case-controlled trial evaluating the summative performance of the 3-D skills Model

• C. Robertson   ORCID: orcid.org/0000-0003-3570-182X 1 , 2 ,
• Z. Noonan 1 &
• J. G. Boyle 1  

BMC Medical Education volume  24 , Article number:  954 ( 2024 ) Cite this article

Metrics details

Near-peer teaching is a popular pedagogical teaching tool however many existing models fail to demonstrate benefits in summative OSCE performance. The 3-step deconstructed (3-D)skills near-peer model was recently piloted in undergraduate medicine showing short term improvement in formative OSCE performance utilising social constructivist educational principles. This study aims to assess if 3-D skills model teaching affects summative OSCE grades.

Seventy-nine third year medical students attended a formative OSCE event at the University of Glasgow receiving an additional 3-minutes per station of either 3-D skills teaching or time-equivalent unguided practice. Students’ summative OSCE results were compared against the year cohort to establish whether there was any difference in time delayed summative OSCE performance.

3-D skills and unguided practice cohorts had comparable demographical data and baseline formative OSCE performance. Both the 3-D skill cohort and unguided practice cohort achieved significantly higher median station pass rates at summative OSCEs than the rest of the year. This correlated to one additional station pass in the 3-D skills cohort, which would increase median grade banding from B to A. The improvement in the unguided practice cohort did not achieve educational significance.

Incorporating the 3-D skills model into a formative OSCE is associated with significantly improved performance at summative OSCEs. This expands on the conflicting literature for formative OSCE sessions which have shown mixed translation to summative performance and suggests merit in institutional investment to improve clinical examination skills.

Peer Review reports

Near-Peer Teaching (NPT) as an educational tool utilises constructivist principles that can prompt goal orientated learning through constructs such as cognitive congruence [ 1 , 2 , 3 ]. Cognitive congruence in the NPT context is described as student tutors and tutees sharing the same knowledge framework [ 4 ]. Through this shared understanding, it is proposed that near peer tutors identify the learning needs of tutees easier than content experts [ 1 , 3 ]. The concept stems from Vygotsky’s work on scaffolded learning where learning is individually calibrated to a learner’s perceived level to effectively solve problems under guidance [ 5 ]. Although subject to debate, there is evidence that near-peer tutors can be as effective as experienced faculty if learning adjuncts are used, such as feedback templates or marking sheets [ 6 ]. NPT is an attractive complement to undergraduate education with reciprocal benefits received by near-peer tutors and a minimal-cost structure [ 1 , 2 , 3 , 7 ].

NPT models include formative adaptations of the Objective Structured Clinical Examination (OSCE) [ 6 , 7 ]. OSCEs are widely used to assess clinical assessment skills including examination skills and procedures. These formative adaptations replicate fidelity and have high student satisfaction rates [ 7 , 8 ]. Educationally they follow Knowle’s principles of andragogy, supporting experience in driving adult learning [ 9 , 10 ]. Despite this educational framework, there are conflicting reports of educational attainment with many unable to demonstrate objective performance improvement [ 7 , 8 , 11 , 12 ]. Learning models applied to the mock OSCE, such as serial OSCE testing or integrated feedback, aim to achieve objective performance improvements through self-regulated learning principles [ 7 , 8 , 12 , 13 ]. Based on Zimmerman’s (2000) self-regulated learning model, a formative OSCE offers a means to assess student’s performance levels, through self-observation of their perceived competence, this can drive self-reflection and further learning [ 9 , 14 ]. However, undergraduate medical students may be ineffective self-regulated learners and require structured teaching to guide this practice [ 15 , 16 , 17 , 18 ].

Peyton’s 4-step approach is a well-recognised model for structured psychomotor skill attainment [ 19 ]. In Peyton’s model the tutor demonstrates and deconstructs a skill before assessing comprehension and supporting self-practice to reinforce learning [ 19 ]. Research would suggest the deconstruction and comprehension stages of the approach constitute the greatest learning gain [ 19 ]. Furthermore, whilst an excellent model for initial learning of a psychomotor skill, it requires a significant time investment. This may compromise both Peyton’s models’ practicality in the clinical environment and facility to correct mistakes in existing examination skills. A more focused approach was felt to be advantageous and facilitated our development of the 3-step deconstructed (3-D) skills model(Fig.  1 ) [ 18 ]. Our model integrates the comprehension and self-practice elements of Peyton’s model, structured around a formative OSCE assessment. In our pilot study, we were able to demonstrate comparable student satisfaction and improvements in confidence to other formative OSCE models [ 7 , 8 , 18 ]. We are, however, unsure how the 3-D skills model translates to summative education outcomes, with other models often failing to show such improvement [ 7 , 8 ]. Our hypothesis is the 3-D skills structured learning model improves subsequent self-regulated learning of psychomotor skills [ 14 ]. Our research question was to identify if there was a difference in summative OSCE station pass rates when 3-D skills teaching, or time-equivalent unguided practice, was incorporated into a formative OSCE in comparison to the year cohort.

– the 3-D skills model with approximate timings for each composite part

We designed a case-controlled trial to assess the impact the 3-D skills teaching model has on students’ summative OSCE performance, utilising near-peers as tutors. Students would receive 3-D skills teaching or a time equivalent unguided examination practice after formative OSCE stations, with summative scores compared to the general student population [ 20 ](Fig.  2 ). This allows comparison of attending formative OSCE learning alone to those not attending, and additionally the 3-D skills model to a non-guided comparative control. Our additional comparison enables us to discuss the value of the 3-D skills model in guiding learning over other formative OSCE models such as those utilising unguided examinations only or near-peer led unstructured feedback [ 7 , 11 , 12 , 13 ].

Student teaching was delivered as a voluntary formative OSCE event using the template from our pilot study. The event ran four weeks prior to the University of Glasgow(UoG) year three summative OSCE examinations [ 20 ]. Study approval was granted from the UoG ethics committee. All 278 year three students were invited to participate via campus email and social media with a choice of days and timeslots. Notably these students were on clinical placements during this timeframe. The formative OSCE would be held in the same venue as the upcoming summative OSCE, the clinical skills suite of the University of Glasgow, to maintain fidelity. All work was completed independently from the summative OSCE, and we did not know what stations were likely to appear.

Our pilot study template was adapted in response to student feedback and logistical lessons learned during the event to accommodate an additional examination station as shown in Fig.  2 [ 20 ]. The formative event utilised checklist marking sheets sourced from a bank of previous summative OSCEs, each constituting twenty items arranged in a binary (done/not done) scoring metric with a global assessment category of pass, borderline pass or fail. The marking sheets were domain-based, aligned with summative OSCE marking processes at Glasgow. Our circuit composed of six examination stations: abdominal, cardiovascular, upper limb neurological, knee joint, hip joint and respiratory. For background, students are formally taught the corresponding clinical skills between years 2 and 3 by experienced faculty, often using Peyton’s 4-step approach. Additionally, we replicated the assessment of our pilot study’s short-term attainment of the 3-D skills model with the larger cohort in this study, further details and results can be found in supplementary material 1. Fidelity was monitored by faculty to observe compliance and enforce examination conditions, for example adherence to station timings. At the end of the event, all students were informed of their checklist scores for each station.

– Study timeline

On enrolment to the study, students were allocated to a date, timeslot and either 3-minutes of 3-D skills teaching or 3-minutes of unguided practice groups via a random number generator. Both cohorts were instructed to attend separate rooms where a member of the faculty would take attendance, consent and provide an identical pre-session briefing to students. This brief stated that “each station will comprise a five-minute formative OSCE station and three-minutes of practice to go over any part of the examination. These three-minutes of practice time may or may not be guided by one of the examiners.” There was no crossover between student cohorts, and they were not informed which cohort they were allocated to. The specific difference between the cohorts is the 3-minutes after each OSCE station in whether it is guided (3-D skills) or unguided.

Student tutors in their 4th year or above were recruited to teach at the formative event. These tutors were from the Clinical Assessment Practice (CAP) Glasgow student society which regularly runs formative OSCE events for Glasgow students. These tutors attended a half day training event run by a team of junior doctors, experienced with the 3-D skills model, with the instructional design replicated from our pilot study [ 9 ]. Tutors alternated as simulated patient or tutor for both cohorts and attended separate cohort briefings [ 9 ]. As per the pilot, external markers were recruited from foundation year two and above to formally mark third-year students [ 9 ]. These external markers were not briefed on the differences between cohorts with no event circuit cross-over [ 9 ].

Data collection

To power our study’s summative analysis, we analysed data from the previous year three summative examination results and determined that the median station pass rate was 11/12. Using a 2-point continuous study power calculation we estimated that we would need a total sample size of 58 students (29 per study arm) with 1:1 enrolment, achieving an alpha value of 0.05 and power of 0.8 to detect a difference of 1 in summative station pass rates. Our rationale was OSCE grade banding is linked to overall number of stations passed, therefore an additional station pass is likely to affect grading and thus correlate to educational significance. We sourced summative results from both cohorts and year 3 students who did not attend the event.

We used the IBM SPSS Statistics Software (version 27) to process our data. Our data set suggested that the summative stations passed exhibited a left skewed distribution. We listed the sample size, range, median and mean rank score for summative descriptive statistics. To compare the 3 populations, 3-D skills, unguided practice, and general population, we used the Kruskal-Wallis-test with a p  < 0.05 correlating to statistical significance, and the null hypothesis that there are no significant differences between the groups. Multiple comparisons using the Post-hoc Dunn-Bonferroni test were made to identify statistically significant differences between the 3 populations, a Bonferroni corrected alpha of 0.017 indicated statistical significance.

Demographical data was obtained from a pre-event questionnaire that was filled in immediately preceding the event (Table  1 ). All other formative assessment results including event satisfaction, confidence levels and checklist scores from 1st -2nd sitting are described in supplementary material 1.

Demographics

In total 96 students expressed interest to attend our formative course (35% of year 3). Two students in the unguided practice cohort did not consent for use of their data. Of the remaining 94 students, 13 were unable to attend at short notice, citing competing educational events. In summary, 46 students completed the 3-D skills teaching and 33 completed the unguided practice. Demographics for the two cohorts and all of the year 3 cohort are shown in Table  1 .

Our demographics approximate to the year 3 averages for gender and age, however, we have a disproportionately high percentage of non-U.K. students included in the study, a demographic feature that was also noted in the pilot [ 9 ].

Summative student results

Each student sat 12 OSCE stations in the summative examination. Descriptive statistics can be found in Table  2 .

The Kruskal-Wallis-test rejected the null hypothesis, confirming a statistically significant difference in the dependent variable (stations passed) between the three groups ( P  < 0.01). The Post-Hoc Dunn’s test using the Bonferroni corrected alpha of 0.017 indicated that the mean ranks comparing the 3-D skills cohort to the other year 3 students and the unguided practice cohort to the other year 3 students were significant( P  < 0.01). The mean rank difference of the 3-D skills cohort to the unguided practice cohort did not reach significance ( p  = 0.099).

Grade correlation

Summative examination results correlated an A grade to students achieving 12/12 stations passed, a B grade to students achieving 11/12 and C for those achieving 10/12 passed stations. This suggests the differences between median grade for the 3-D skills cohort (12/12 stations passed) and the rest of year 3 (11/12 stations passed) would be both statistically and educationally significant. However, as the unguided practice cohort and the year 3 students who did not attend achieved the same median pass rate (11/12 stations passed), although statistically significant this result did not reach educational significance.

Students who attended the formative OSCE event had a significantly higher summative grade than those who did not attend, regardless of if they were in the 3-D skills or unguided practice cohort. Whilst reaching statistical significance, the unguided practice cohort achieved the same median grade than students not attending the event, questioning the educational significance. In contrast, the 3-D skills cohort achieved a median higher-grade banding, correlating to an A grade, suggesting educational significance. Nevertheless, both cohorts demonstrate the value of near-peer learning in curricula and achieved impact at subsequent summative OSCE examinations.

With minimal training, near-peer tutors were able to utilise the 3-D skills model as a teaching aid, achieving a positive impact on summative examination performance. This supports previous evidence that near-peer tutors can be as effective as faculty [ 6 , 20 ]. Many Universities now offer support for prospective near-peer tutors and our study provides further validation. Sustainability is evidenced by the large pool of voluntary tutors we recruited through altruistic intent to teach. Our half-day student tutor training session demonstrates a popular formative model, being faculty and resource light, offering summative assessment translation and synergistic tutor benefits. We believe this warrants further investment to promote near-peer education [ 2 , 3 , 8 , 20 ].

Assessing generalisability, we initially recruited 35% of year 3 students to attend the formative OSCE event. Given the ‘out-of-hours’ format with voluntary attendance, we considered this a reasonable response. Whilst effort was taken for the event to be accessible to all, offering a range of dates and timeslots, we may be inadvertently disadvantaging some student cohorts through an out-of-hours model. Although no students approached us for alternative arrangements, we can argue with the now demonstrated improvement at time-delayed summative examinations, we should incorporate the 3-D skills formative assessment into our main curricula to ensure no student is disadvantaged. Gender mix was approximate to the year average, suggesting gender would be unlikely to contribute to the results [ 21 , 22 , 23 , 24 , 25 ]. A notable trend in this study, and our pilot, is a disproportionately high rate of non-U.K. attendees [ 20 ]. We had approximately twice as many non-U.K.students across both cohorts than we would proportionally expect. Studies suggest overseas students perform less well in OSCEs than home/native students, and an awareness of this, coupled with a heightened conscientiousness in this group may be responsible for the higher attendance rates [ 24 , 26 , 27 ]. The nature of this is unclear with language and cultural constructs postulated as discerning factors [ 24 , 26 , 27 ]. With the popularity of NPT, endeavours such as the 3-D skills model may offer an ideal solution to bridge the perceived educational gap and afford overseas students’ equal opportunities for success at summative OSCE assessments as home/native students.

Although the comparison of median rank scores between the summative 3-D skills and unguided practice cohort did not reach significance, we can argue this arm was underpowered to detect median differences in cohorts less than 1 station. We observed a significant drop in attending student numbers on the night, affecting the unguided practice cohort disproportionately. This was due to a competing University event, highlighting the challenges and limitations experienced with out-of-hours vocational education. Whilst we did not demonstrate statistical significance between the two cohorts, we can argue the superiority of the 3-D skills approach based on current literature. Research suggests junior medical students may have underdeveloped self-regulated learning skills and thus require mentorship to reach efficacy [ 17 , 18 ]. Through this extension, perhaps subsequent self-regulated learning facilitated by the 3-D skills mentored approach was the driving factor for summative success. Nevertheless, achieving a statistically significant increased summative grade through facilitated OSCE learning, guided-or-unguided, expands on the conflicting literature on medium term impact of near-peer formative OSCE models [ 7 , 8 , 12 ]. Reaching educational significance by increasing students’ grade banding furthers the argument to utilise the 3-D skills model in formative OSCE teaching.

Our hypothesis for the 3-D skills models’ effectiveness focuses on constructivist theory, supporting scaffolded learning with cognitive congruity of near-peer tutors [ 1 , 4 , 5 ]. Utilising the 3-D skills model provides a structure to help near-peer tutors engage effectively with learners utilising their own experiences. Our hypothesis echoes the premiss of Loda et al [ 5 ] in their discussion surrounding the importance of cognitive and social congruence in establishing effective NPT sessions, originating from Schmidt and Moust’s model [ 28 ]. The adaptations to teaching technique and perception of task difficulty is likely instrumental in creating realistic learning outcomes from NPT [ 17 ]. In future work we seek to demonstrate the educational utility of the 3-D skills model on clinical placements. We suggest the 3-D skills model may be effectively paired with formative tools such as the ‘Mini-Clinical Evaluation Exercise’ offering a means of assessing learners prior to 3-D part 1(Fig.  1 ) [ 29 ].

A limitation in interpreting our results is student baseline performance. We did not have access to any previously captured descriptor metrics, such as written summative performances which may have further described student baseline. We can also argue hermeneutically that higher performing students are likely to attend additional teaching events, suggesting bias. Current research would disprove this notion however, as conscientiousness alone does not appear to influence examination results [ 30 , 31 ]. Furthermore, previous formative OSCE only models have failed to demonstrate statistically significant improvements from baseline student performance in summative assessments [ 7 , 8 ]. Perhaps subsequent self-regulated learning driven by the 3-minutes of guided-or-unguided teaching is responsible for the differences in summative grade.

An additional limitation was the difficulty in performing longitudinal follow up of this cohort due to the COVID-19 pandemic. Indeed, this cohort were the first to sit a ‘VOSCE’ in later years, a rapidly implemented novel adaptation to the OSCE program using a virtual interface [ 32 ]. However, only a small proportion of students completed this novel approach, preventing meaningful comparison.

As demonstrated in supplementary material 1, the short-term impact of the 3-D skills model has been replicated with a larger sample size. This model achieves high student satisfaction, improvements in confidence, a mean increase of ~ 15% checklist scores and a significantly higher-grade banding than a time-controlled unguided equivalent.

In future work we aim to incorporate this model into our curriculum, offering all students access to a formative OSCE with additional guided teaching. We also wish to test if the 3-D skills model can be readily applied to other formative assessment tools such as the supervised learning activities completed on clinical placements, e.g., Mini-CEX. If we can demonstrate further expansion on quantitative and qualitative outcomes of the 3-D skills model in clinical education, we may encourage other centres to adapt this model to their own curricula.

We have demonstrated that student engagement with a formative OSCE incorporating guided-or-unguided practice can statistically increase students’ performance at summative OSCEs. The 3-D skills teaching model (guided practice) achieved educational significance by demonstrably improving student median grade banding in subsequent summative OSCE performance, when compared with students receiving unguided OSCE practice. Our data validates the importance of guided teaching to support further self-regulated learning in novice learners. Future work will focus on curriculum integration both in-and-out of clinical placements to demonstrate the adaptability of the 3-D skills model.

Data availability

All data generated or analysed during this study are included in the published article [and its supplementary information files].

Abbreviations

D skills model–3–step deconstructed skills model

Clinical Assessment Practice

19–coronavirus disease 2019

Near–Peer Teaching

Objective Structured Clinical Examination

University of Glasgow

Virtual Objective Structured Clinical Examination

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Acknowledgements

We would like to thank the students at the University of Glasgow, CAP Glasgow student tutors and the foundation doctors who participated in this study. We would also like to thank the staff of the University of Glasgow who allowed us use of their clinical skills suite and their help and support during this study.

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Robertson, C., Noonan, Z. & Boyle, J.G. A case-controlled trial evaluating the summative performance of the 3-D skills Model. BMC Med Educ 24 , 954 (2024). https://doi.org/10.1186/s12909-024-05943-9

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