Using Student-Written Cases to Enhance Competency-Based Assessment and Diagnostic Skills

Abstract

The current article describes the use of student-written cases as a pedagogical tool in helping direct practice graduate students improve competency-based assessment and diagnostic skills. The history of the case method and case writing is presented, followed by an example of a student-written case that was assigned in a course that covers mental disorders. The use of the student-written case is explored in regard to its efficacy in helping students improve their assessment and diagnostic skills using the competency-based model. Student-written cases are then discussed in terms of their benefit to: (1) the student writing the case; (2) the student learning from the case; and (3) the instructor who uses the case as a teaching tool.

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