ABSTRACT
When developing a problem-based learning (PBL) curriculum, the microcurriculum consists to a large extent of problem scenarios. When developing a case-based curriculum (CBC), the micro-curriculum consists to a large extent of case scenarios. Although these two micro-curriculum components are similar, there are differences in the methods of development of scenarios. Together with facilitator preparation and characteristics (Haith-Cooper, 2003; Leung and Lee, 2003), the quality of the scenario used to focus student learning is an important consideration in problem-or case-based teaching strategies. A systematic, competent approach to the development of scenarios is one of the keys to enhancing the quality and efficacy of these teaching strategies (Glew, 2003; Washington et al., 2003). In this chapter strategies for development of both micro-curriculum components are described.
