Tutor workflows
CaseWise helps tutors turn clinical cases and curated Classical Case Studies into focused learning activity. Prepare the source record, choose the teaching task, enrol the right students, then review the reasoning with comments that stay attached to the assignment.
Tutor workflows
These workflows follow the teaching loop: prepare source material, publish teaching-group tasks, review reasoning, and guide improvement through feedback and revision.
01
Review source case fields, learning notes, teaching suitability, and Classical Case Study labels before students use a record.
Teaching outcome: Students work from cases that are clearer, safer, and better matched to the learning goal.
02
Use human-reviewed difficulty, learning notes, and AI suggestions as advisory signals when deciding how a case should be used.
Teaching outcome: Difficulty stays a teaching decision rather than an automatic score.
03
Turn one or more source cases into assignments with rich-text briefs, learning objectives, student instructions, review criteria, due dates, and enrolment settings.
Teaching outcome: Students know what to do, why the case matters, how the work will be reviewed, and when it is due.
04
Publish within a teaching group, enrol by email list, or send to every student in that teaching group when the case set, due date, and task are ready.
Teaching outcome: Assignment access follows the teaching context and preserves existing responses when enrolment changes.
05
Use assignment status, student counts, due-date indicators, and Review student work to see drafts, submitted responses, revision requests, overdue work, and reviewed work.
Teaching outcome: Tutors can find the work needing attention without losing sight of the wider cohort.
06
Read the student response alongside the assignment, selected source cases, Classical Case Study labels, and relevant clinical evidence.
Teaching outcome: Feedback can address the reasoning trail, not just the final answer.
07
Add section-specific comments, ask for clarification, request revision, resolve addressed points, and keep the discussion attached to the submission.
Teaching outcome: Students can see what changed, what still needs work, and where the tutor comment belongs.
08
Students can track assigned, not-started, submitted, revision-requested, and overdue work, then return to independent case practice when no assignment is waiting.
Teaching outcome: Formal teaching work and independent practice reinforce each other.
09
Use Academy courses, structured sections, chapters, notes, videos, images, and completion progress to support the assignment topic.
Teaching outcome: Case practice and course content can carry the same learning thread.
10
Use patterns from submissions and feedback to refine instructions, case metadata, difficulty, learning notes, and future learning tasks.
Teaching outcome: The library becomes more useful for future teaching rather than staying a static archive.
Feature areas
The main tutor surfaces map to the jobs tutors repeat most often: assignment design, source-case preparation, course support, and review.
Create assignments, select source cases, set enrolment, review submissions, and manage revision status.
Find, inspect, create, and maintain clinical cases and public Classical Case Studies so teaching tasks stay grounded.
Use course pages, structured sections, chapters, notes, videos, images, and progress to support case-based study.
Prioritise submitted work, revision cycles, and open comments waiting for tutor attention.
Access and review
Tutors can send assignments to a whole teaching group or choose students by email while preserving the submitted work already attached to a task.
Review student work keeps source cases, responses, feedback, revision status, and comments in the same teaching context.
Patterns from student work can guide future briefs, difficulty review, learning notes, and Academy support material.