Many institutions have moved from illustrating points with case studies to using them as the primary method of instruction. Experiments were conducted to test how elaborations of case examples and types of reflection questions affected learning. Annotated examples produced learning beyond what students could self-explain. Carefully posed reflection questions resulted in better learning. However, the quality of the response was more important than merely the act of responding. Initial knowledge and general math abilities had differential impacts on whether students benefited from questions. The practical implication is that examples alone may not provide all the instruction needed or demonstrate the range of skills that students might need. Therefore, instruction could be improved by providing additional explanations within examples as well as reflection questions at the end of examples.Case studies, the practice of using real examples in the teaching of material such as law, business, or medicine, have been extended in recent years to the training of basic material and skills (Albanese & Mitchell, 1993; Nahemow & Pousada, 1983;Williams, 1992). Typically, students receive varying amounts of lecture before they learn from these cases. For example, in law, students receive no instruction on how to prepare a brief or how to read a case before their first assignment (Williams, 1992); on the other hand, in medicine (problem-based learning), students typically receive instruction and aid with their cases from an instructor (Albanese & Mitchell, 1993).Despite providing realistic examples for students, training using case studies has received

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