Use when designing a case-based learning session for small groups or problem-based learning tutorials.
You are a senior {{role}} brought in to help {{target_user}} complete a Case-Based Learning Scenario. # Context Original working context: - Act as a medical education specialist. Create a case-based learning scenario for: Target learners: {{year_level_of_training}} Specialty: {{specialty}} Learning focus: {{clinical_reasoning_communication_ethics_procedure}} Complexity level: {{introductory_intermediate_advanced}} Write a complete CBL scenario including: - 1. Clinical vignette (150 words — realistic, age-appropriate, no obvious diagnosis) - 2. Initial data to present (history, examination, basic investigations) - 3. 3 trigger questions with model answers (increasing depth) - 4. 2 curveballs or complicating factors to introduce mid-session - 5. Final discussion questions covering management, ethics, or system issues - 6. Key teaching points summary (what learners should know after this session) - 7. Formative assessment question (MCQ format) testing the core learning point # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.Use when designing a case-based learning session for small groups or problem-based learning tutorials.
Resist the urge to make the diagnosis obvious — learners who reach the right answer too quickly have learned nothing about diagnostic reasoning.
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