Evaluating the efficacy of case method instruction: Findings from preservice training in family-centered care

Student outcomes were investigated in a preservice training course where th e Case Method of Instruction (CMI) was the predominant instructional strate gy. Sixty-seven graduate students taking an interdisciplinary families cour se completed pre- and post-test measures to evaluate their attitudes about family-centered early intervention and their ability to apply family center ed principles to realistic case situations. Students also completed a final examination composed of knowledge and application questions, and rated the course and instructor. Statistically significant and noteworthy changes in attitudes and application skills occurred. Final examination indicated stu dents not only possessed important knowledge related to working with famili es, bur they also could apply the problem-solving process used in CM1 to a novel case. Course and instrutctor evaluations revealed high levels of sati sfaction with the design and delivery of course content. Findings of this s tudy support the premise that CMI is an effective instructional strategy an d can be used successfully in early intervention training contexts.