In this episode, Dimitri Papanagnou, MD, MPH, explores how case-based learning (CBL) helps students become self-directed learners by integrating knowledge across disciplines, teaching peers, and learning to navigate ambiguity. He also discusses the critical role of faculty facilitators, emphasizing the art of the question, trusting students to drive their own learning, and normalizing uncertainty as an essential part of professional practice.  

Guest:  Dimitrios Papanagnou, MD, MPH 

• Role: Professor of Emergency Medicine, Senior Associate Dean for Faculty Development at Sidney Kimmel Medical College, Associate Provost for Faculty Development, Director: Asano-Gonnella Center for Research in Medical Education & Health Care 

• Expertise: Medical Education, Teaching for Uncertainty, Health Professions Education, Faculty Development, Health Systems Science, Case-Based Learning  

Quote from the Episode: 
 
“What case-based learning affords is the ability to talk about a lot of different topics and weave them into a case, which has been very successful for preparing our learners […] to problem solve, to identify their learning issues, to step into the role of educator and teach their peers, and also to assume some responsibility in their learning.” Dr. Dimitri Papanagnou 

 
Getting Started: 

• Think about one lesson where you could incorporate a CBL session, and develop or find an applicable case. 

• Model uncertainty for learners and admit when you are unsure of something. 

• Reflect on the types of questions you tend to ask and consider how you could open your questioning techniques. 

• Contact us  to discuss your course design and how we can apply some of the techniques from this episode! 

Terms to Know: 

The terms below are mentioned in the episode, and for context and clarity, we’ve provided brief definitions of potentially unfamiliar terms you may hear. 

• Interleaving – a teaching and learning technique that involves mixing different topics or problems within a learning session, sometimes called mixed practice or varied practice. 

• Case-based learning (CBL) – a collaborative, active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator.  

• Self-directed learning – a process in which learners diagnose their own learning needs, formulate goals, identify resources for learning, choose and implement learning strategies, and evaluate learning outcomes. 

• Scaffolding – temporary, instructor-provided, structured support that helps learners develop new skills just beyond their current ability, then gradually fades as learners gain independence. 

• Bloom’s Taxonomy – a hierarchical system for ordering learning behavior from lower-order to higher-order skills using the following categories: remember, understand, apply, analyze, evaluate, and create.  

Selected Resources: 
 
The Learning Curve team curated this list based on university resources or guest recommendations. 

1. Designing Learning That Endures: The Science of Learning in Practice 
2. McMahon, C. J., Spooner, M., Papanagnou, D., Sibbald, M., & Asoodar, M. (2025). Twelve Tips to Train Medical Students to Manage Their Uncertainty and to Provide Reassurance to Patients and Their Caregivers. Medical science educator, 35(4), 2187–2198. https://doi.org/10.1007/s40670-025-02402-y 
3. Questioning Strategies for Educators – University of Illinois CITL 
4. Academic Commons Upcoming Workshops and Events