Group work skills: Group training may be necessary before students engage in case studies together. Students need to have a good understanding of the group dynamics, how the group members should function and how group meetings should be organized.
Adequate explanation of the requirements of the case study: Davis and Wilcock (2003) argue that, based on research findings, the more information provided to the students the better they will be prepared to address the issues posed in the case study. Students expect elaborate information on the depth of the independent research needed, on the practicality of writing reports, on preparing and giving presentations, and on designing posters. This maybe prerequisite training for most of the students.
Depth of learning targeted: It is important that case studies do not focus on having students accumulate information but rather provide them with the opportunity to engage in critical thinking and analysis. We need to aim for higher order thinking skills and ensure that there is a progression on the development of their learning skills. For example, progressing from analysis to synthesis.
Grade/credit allocation: Students need to have enough information regarding how much credit will be allocated to their involvement with the case study. Also, clear directions, guidelines for expectations of the case study, and time needed for individual research should be provided.
Additional workload: Davis and Wilcock (2003) discuss how important it is that students do not get overwhelmed with the expectations and requirements of the case study to the expense of other assignments that need to be completed in the other modules of the course.