PRIMER ON CASE DISCUSSION

Using the Case Study Approach in Scientific Integrity

The case is to be read aloud in class either by a student or the instructor. The case reader then should wait about 30 seconds before beginning discussion. This allows the discussants to think about the problem. The case reader should lead the discussion by presenting his or her analysis of the case, one of more solutions, and the rationale used in reaching those solutions. Following the case leader's presentation, the floor is open for discussion. Class members may challenge the solutions presented by the case leader, add and defend their own solutions, pose relevant questions or make comments as appropriate. During this interchange the case leader should act as the moderator of the discussion.

Ultimately, one or more acceptable solutions to the problem being presented is the desired outcome.

Cases will evoke uncertainties and ambiguities -- students are urged to clarify and respond in the face of such uncertainties. It is acceptable for the discussants to clarify or to make assumptions about a case (or part of a case) and then to continue discussion aimed at solving it in this clarified context. However, keep in mind that the developing a solution may be context sensitive. So if assumptions are made, follow the case discussion through to closure based on that assumption. Re-discussion of the case with a substitute assumption may lead to a different solution.

Much of the time a unique or consensus answer will not emerge. There may be several "right answers" all of which are acceptable to a greater or lesser degree. Ranking such answers by merit as part of the case discussion may be desirable and useful, but usually is not necessary.

Although there may be several acceptable solutions or answers to the problem, there always are clear "wrong answers". Responses in this category would consist of obvious violations of specific standards, guidelines, or rules and regulations. Additionally, such "wrong answers" would be inconsistent with the written or unwritten ethical standards for scientific conduct generally accepted by the profession.

The solution to the case should be ethically and legally defensible.

• Solutions to the problem posed by the case should be in compliance with standards related to global considerations (e.g., issues related to plagiarism, human rights, etc.). If the case reader selects a case to which explicit policies apply, then he or she should bring them into the case discussion ( e.g., using " Instructions to Authors" from a specific journal to make a point)

• Solutions to cases should be carefully scrutinized in order to be sure that they cannot be subject to misinterpretation; they should not contain any "loop holes".

Cases vary in complexity. Sometimes it’s useful to dissect cases to facilitate their discussion and to reach a solution.

• Identifying relevant vs. non-relevant issues of a case may help focus discussion.
  
• There may be differences in interpretations as to whether something is ethical or "legal" or both. For example, an action may be considered "legal" (acceptable within some written or unwritten code) while at the same time not accepted as being ethical. Discussion of such issues should be fully developed.
  
• Who is affected by the action and who is affected by the outcome? What are those effects?
  
• What steps, if any, should be taken to prevent a problem described in a case from happening again

In general, the process of case discussion should lead to self-discovery as the discussants examine explicit and implicit codes and apply personal and professional values in striving to reach a solution to the problem being posed. Arriving at a solution and understanding how you got there are both important parts of the learning process afforded by case discussions.

Notes:

Case readers will either have specific cases assigned to them or they will have a selection of cases to choose from. Readers are urged to use their preference in selecting cases (e.g., things they know about, things that interest them, situations that are amenable to research such as consulting authoritative documents).

A case discussion usually lasts 8-12 minutes or longer. It is better to discuss 1 case thoroughly than to try to cover several superficially. The case reader should bring the discussion to closure at the appropriate point.