How to Implement Structured Case-Based Resource Sessions Within the Medical Curriculum

Gabriel J Tobón1,2 1Department of Medical Microbiology, Immunology and Cell Biology, Southern Illinois University School of Medicine, Springfield, IL, USA; 2Department of Internal Medicine, Division of Rheumatology, Southern Illinois University School of Medicine, Springfield, IL, USACorrespondence: Gabriel J Tobón, Department of Medical Microbiology, Immunology and Cell Biology, Southern Illinois University School of Medicine, 825 N. Rutledge St, Room 2610, Springfield, IL, 62702, USA, Email [email protected]: Medical education is shifting from traditional lectures toward active, learner-centered approaches. Although case-based learning (CBL) is widely used, there is limited practical guidance on how to implement structured, scalable Case-Based Resource Sessions (CBRS) as a faculty-guided alternative to both lectures and resource-intensive problem-based learning (PBL).Methods: This paper presents a practical five-step guide for implementing structured CBRS, developed over 5 years of iterative experience in pathology and immunology courses at Southern Illinois University School of Medicine (≈75 students per year).Results: The guide includes: (1) defining learning objectives using Bloom’s taxonomy, (2) realistic case selection and development, (3) session structuring with progressive disclosure, (4) skilled facilitation using interactive tools and Socratic questioning, and (5) structured feedback and assessment. Key benefits observed include improved student engagement, knowledge retention, clinical reasoning, and preparation for clinical rotations.Conclusion: CBRS represent a valuable, resource-efficient addition to the medical curriculum. Challenges and best practices for successful implementation are discussed to support educators in adopting this approach.Keywords: case-based resource sessions, medical education, active learning, clinical reasoning, case-based learning, problem-based learning