CASE IN POINT 9TH EDITION PDF
Case in Point: Complete Case Interview Preparation / Marc P. Cosentino — 7th ed. Library of Congress Card Number First Printing, Cosentino's Case in Point was easier to understand and covered the key WHAT'S NEW IN THE 8th EDITION Revised Ivy Case System More Case Starts with. Case In Point 9th Edition Complete Case Interview Preparation - [Free] Case In Point 9th. Edition Management Science, Ninth myavr.info
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Editorial Reviews. Review. When in Doubt, MBAs Turn to the MBA 'Bible.' Case in Point is the . Unfortunately, this PDF is just the Ivy Case system from the 8th edition, which is not the new streamlined version. Read more. 4 people found this . Case in Point. A powerpoint summary of types of cases as presented by Marc P. Cosentino (4th ed.) By: Helen Lee. For the Caltech Consulting Club. The Case. The Case in Point then arrived with its 12 frameworks of analysis, its tips, and the experience feedback of a case in point 7th edition pdf.
Other faculty soon followed, including Richard C. Through the case method, medical students would learn to judge and interpret clinical data, to estimate the value of evidence, and to recognize A S h o r t H i s t o r y o f t h e C a s e M e t h o d o f Te a c h i n g the gaps in their knowledge—something that straight lecturing could never reveal. The case method of teaching allowed students to throw off passivity in the lecture hall and integrate their knowledge of anatomy, physiology, pathology, and therapeutics into a unified mode of thought.
He sent a copy of one of these papers to the famous clinician professor Dr. William Osler of Johns Hopkins University. If a written medical case was interesting, a real live patient in the classroom could be memorable. Osler regularly introduced patients to his class and asked students to interview and examine the patient and discuss the medical problems involved. He would regularly send students to the library and laboratory to seek answers and report back to the rest of the class Chesney This is ideal teaching.
The May 24, , issue of the Boston Medical and Surgical Journal was devoted to articles and comments by Eliot, Cannon, Cabot, and others about the case method of teaching.
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In some ways this journal issue remains the best general discussion of the case method. This approach was adopted rapidly at other medical schools, and books of written cases quickly followed in neurology , surgery , and orthopedic surgery Benison, Barger, and Wolfe Cannon went on to a distinguished career in medical research. Cabot joined the medical staff of the Massachusetts General Hospital, and in published his first book of cases.
He also introduced the first social worker into a hospital1 [Benison, Barger, and Wolfe ]. He was concerned about the undesirable separation of clinical physicians and pathologists; too many diagnoses were turning out to be false at autopsy.
To remedy this, Cabot began to hold his case exercises with students, house officers, and visitors. Then an invited specialist would discuss the case, suggest an explanation, and give a diagnosis.
Finally, the pathologist would present the autopsy or pathological diagnosis and questions would follow to elaborate points. The student or house officer is no longer asked to discuss the case; rather, it is the expert who puts her reputation on the line.
She has the opportunity to demonstrate wisdom, but can also be refuted in front of a large audience.
Although every physician in the audience probably makes mental diagnoses, the case presentation has become a passive affair, like a lecture. Cabot left the Massachusetts General Hospital to head the Social Relations sociology, psychology, cultural anthropology department at Harvard. He brought the case method with him, but it disappeared from use there by the time of his death in Buck Further, the use of the case method of teaching also diminished in the first two preclinical years of medical school as clinical scientists came more and more to the fore with their laboratory work and research on physiology, pharmacology, biochemistry, and molecular biology.
Today problem-solving learning in medical schools is widespread and replacing the passive learning of traditional lectures. Unlike the law school, where cases come directly from judicial decisions sometimes abbreviated by the instructor and the medical school, where the patient is the basis for the case, the business faculty and their aides must enter organizations to collect and compile their material. This latter mode of selection offers substantial editorial latitude. In fact, one usually never knows whether the business in question lives or dies.
Rather, the cases are written in a way that splits a large class up to 80 students into factions.
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The best cases are those that create divergent opinions; the professor becomes more an orchestra leader than A S h o r t H i s t o r y o f t h e C a s e M e t h o d o f Te a c h i n g a source of truth.
To praise or condemn a particular faction in the classroom can discourage future discussions. The class atmosphere in a business school is likely to be less pressured than in a law school. Like a good surgeon, a good lawyer must often think very quickly, but unlike the surgeon his thinking is demonstrated verbally and publicly.
He must persuade by the power of his logic rather than by force of authority. Business and management are different. Key managerial decisions—What business are we in? Who are our customers? Where should we be ten years from now? Physicians are required to absorb countless facts on anatomy, disease symptoms, and drug side effects.
Confronted with 20 patients a day, the physician often has no time, even over the Internet, to consult references. The manager has a longer time horizon for decision making in business. Therefore, managerial education focuses more on problem-solving techniques than does standard medical education. Not all business schools have endorsed the case method of teaching. The faculty are concerned with theory building, hypothesis testing, statistical methodology, and the social sciences. Some business schools use about half social sciences and half case method.
Each school is convinced that its teaching philosophy is best. Conceptually, the debate can be broken into two aspects: science versus professionalism, and active versus passive learning.
There is little question that active student involvement in learning is better than passive listening to lectures. The case method is one of many approaches to increasing student participation. Student written reports are another form of active learning.
Academic science is not overly concerned with the practical problems of the world, but professionals are and professional education should be. The lawyer, physician, and manager cannot wait for perfect knowledge; they have xix xx A S h o r t H i s t o r y o f t h e C a s e M e t h o d o f Te a c h i n g to make decisions in the face of uncertainty. Science can help with these decisions to varying degrees.
To the extent that scientific theories have the power to predict and explain, they can be used by professionals. In the jargon of statistics: the higher the percentage of variance explained, the more useful the scientific theory, the smaller the role for clinical or professional judgment, and the lesser the role for case method teaching as opposed to, for example, mathematical problem solving.
It can be argued that the professional will always be working at the frontier of the limits of scientific prediction. When science is the perfect predictor, then often the problem is solved, or the application is delegated to computers or technicians, or, as in some branches of engineering, professional skills focus on the manipulation of accurate but complex mathematical equations.
Scientific medicine now understands smallpox so well that it no longer exists. Physicians spend most of their time on problems that are not solved: cancer, heart disease, or the common complaints of living that bring most people to doctors.
In management, the budget cycle, personnel position control, sterile operating room environment, and maintenance of the business office ledgers are handled routinely by organizational members and usually do not consume the attention of the chief executive officer.
The debate between business schools over the use of cases illustrates the difference in belief in the power of the social sciences in the business environment. Teaching modes related to science and judgment will always be in uneasy balance with each other, shifting with time and place.
Innovative medical schools have moved away from the scientific lectures of the preclinical years and toward a case problem—solving mode. On the other side of the coin, a quiet revolution is being waged in clinical reasoning. The principles of statistics, epidemiology, and economics, filtered through the techniques of decision analysis, cost-effectiveness analysis, computer modeling, and artificial intelligence, are making the Cabot Case Record approach obsolete for clinical reasoning.
Scientific methods of clinical reasoning are beginning to replace aspects of professional or clinical judgment in medicine Barnes, Christensen, and Hansen This does not mean that the professional aspect of medicine will be eliminated by computer-based science. As such they do not have answers.
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They all leave much room for debate. Notes 1. This is also reprinted as a supplement in Journal of Medical Education 56, no. References Barnes, L. Christensen, and A. Teaching and the Case Method, 3rd edition.
Health Services Management: Readings, Cases, and Commentary, 9th Edition
Boston: Harvard Business School Press. Benison, S. Barger, and E. Walter B. Buck, P.
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The Social Sciences at Harvard. Boston: Harvard University Press.
Cannon, W. Chesney, A. Eliot, C. Ellet, W.
The Case Study Handbook. Foucault, M. The Birth of the Clinic.
New York: Vintage. Langdell, C. Cases and Contracts , cited in The Law at Harvard, A decision may be to delay a decision, and a planned course of action may be to take no action. A case takes place in time. A case must have an issue.
A case represents selected details about a situation; it represents selection by the case writer.
The case method involves class discussion that is guided by a teacher so that students can diagnose and define important problems in a situation, acquire competence in developing useful alternatives to respond to such problems, and improve judgment in selecting action alternatives. Students learn to diagnose constraints and opportunities faced by the manager in implementation and to overcome constraints such as limited time and dollars. Can the problem be defined differently?
Has the student been objective and thorough about the evaluative findings that do not jibe with the overall assessment? Students often have difficulty adjusting to a classroom without an authority figure, without lectures from which to take notes, and in which little information is offered by the teacher, at least until the class discussion has ended.
Some students find it irritating to have to listen to their peers when they are paying to learn what the teacher has to say. Students must learn to take responsibility for their own view of a case, to develop an argument that they can explain, and to listen to others who disagree. Students should speak up early. To learn to be a good participant, students must participate. When students go to the classroom, they should xxiii xxiv Learning Through the Case Method be familiar with the information in the case, have a conclusion about the main issue, have evidence explaining why their conclusion is reasonable, and show they have thought about other conclusions.
It is suggested that students spend at least two hours preparing for case discussion. In a case course, students are often asked to adopt the perspectives of certain characters in the case, to play certain roles. To deny someone or persuade someone requires an understanding of the needs and perceptions of others. Role-playing can promote a better understanding of viewpoints that otherwise may seem irrational. Students can better understand their own values and underlying assumptions when their opinions are challenged by peers and teachers.
To conclude, it is important to understand what a case is not and what case method cannot teach.
Cases are not real life—they present only part of a situation. Like many a consultant, the student can never see the results—what would have happened if the case participants had followed his advice. Some aspects of management can be learned only by managing.
How else can one understand when someone says one thing but means another? Students and managers have to form and adopt their own value systems and make their own decisions.
A case course can give students a better understanding of the nature of the role they will be playing as managers—an understanding that can help them to manage better, if not well.
References Ellet, W. Towl, R. To Study Administration, The following steps are intended to guide one through the process of locating, viewing, and printing journal articles from the Internet. Access your school library homepage.
Jump to Page. Search inside document. In graduate school browsed many books on consulting case interview preparation. This was the only book read. The clear, consis- tent way of thinking through how to manage case interviews made sense. The top firms vary their cases from interviewer to interviewer — Cosentino's book provides a good system for tackling any case that you're presented.
This book got me extremely well-prepared for my interviews. This is probably the best consulting book on the market for under- grads looking to get a job in a top consulting firm after college. Not only does he provide a wide variety of cases from market sizing to acquisition opportunity to dipping profits he also offers several helpful frameworks for approaching consulting cases in general.
Use this book: The book presents in a very readable way what to expect in an inter- view and how to create your best strategy. I'm usually very skeptical about these kinds of books, but must say that Cosentino is able to attract the reader and through anecdotes and concrete examples, to keep the reader's interest tll the last page.
Definitely a must. Documents Similar To Case in Point.Chances are you're at an elite university and your friends are unlikely to represent the general population. Can you maintain your cool and your professionalism?
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Academic science is not overly concerned with the practical problems of the world, but professionals are and professional education should be. These new kings and others encouraged the religions of Buddhism and Jainism.