Digest Number 1461

[Guest guest]

>>> have often fantasized about preparing and teaching a case study class

where the students are required to write case studies (duhhh!) that are

graded on being researched, well-written, typed and ready for

publication. I've further fantasized about half the class leaving after

the first class (and then getting that phone call from the school

saying the course can't support 3 students.)

doug<<<

 

Doug,

I know I am not alone in my experience. Every one of my fellow teachers had some sort of case-study class. In my school, Colorado School of TCM, in Denver, we had a Saturday morning class from 9 to 11:30 weekly, attended by second through fifth semester students, as I recall, which was a large group. Each semester from third through fifth (second semester students were just there to observe), I had to present two case studies before the class, preferably with the patient present. I had to turn the paper in beforehand and have it reviewed and graded by the professional who was overseeing the class that week, and each week was run by a different practitioner. I would present my case, then the practitioner would present their take on it, and then students would ask questions of myself, the patient, and the practitioner. We had to present the case, disease diagnosis, differential pattern diagnosis, etiology, treatment principles, acupuncture points, herbal formula(s) and whatever else made sense to do. In each class two students would present their cases. They called it "Clinic Forum." Needless to say, I got a lot out of that class.

Joseph Garner

[Guest guest]

I have often fantasized about preparing and teaching a case study class

where the students are required to write case studies (duhhh!) that are

graded on being researched, well-written, typed and ready for

publication. I've further fantasized about half the class leaving after

the first class (and then getting that phone call from the school

saying the course can't support 3 students.)

doug

 

> Marnae,

>

> I agree about the lack of true support for Masters level

> academics at many (if not most) of our schools. I question

> whether a good percentage of our teachers could even produce a

> real Masters thesis.

[Guest guest]

I believe we actually are getting to the point where that should be a

requirement. By the time someone gets to the level where they are

writing cases studies, they are not likely to drop - and if they do, they

should - but the school should still support the class!

Marnae

At 01:38 PM 6/11/2003 -0700, you wrote:

I have often fantasized about

preparing and teaching a case study class

where the students are required to write case studies (duhhh!) that are

 

graded on being researched, well-written, typed and ready for

publication. I've further fantasized about half the class leaving after

 

the first class (and then getting that phone call from the school

saying the course can't support 3 students.)

doug

> Marnae,

>

> I agree about the lack of true support for Masters level

> academics at many (if not most) of our schools. I question

> whether a good percentage of our teachers could even produce a

> real Masters thesis.

 

 

[Guest guest]

, Marnae Ergil wrote:

> I believe we actually are getting to the point where that should

be a requirement. >>>

 

 

Marnae:

 

This would probably be a good idea, since we're already beyond that

point. The poor quality of writing is epidemic in America though;

many high schools and college require writing courses as part of

their requirements. We should follow suit.

 

The problems inherent in writing also reflect on argument and logic.

It should be coupled with the Chinese language requirements since

they write and think differently. That way students could learn to

follow both the Western and Eastern train of thought.

 

 

Jim Ramholz