Using case studies in research differs from their use in teaching, where they are commonly called case methods and casebook methods . Teaching case studies have been a highly popular pedagogical format in many fields ranging from business education to science education. Harvard Business School has possibly been the most prominent developer and user of teaching case studies.   Business school faculty generally develop case studies with particular learning objectives in mind. Additional relevant documentation, such as financial statements, time-lines, and short biographies, often referred to in the case study as exhibits, and multimedia supplements (such as video-recordings of interviews with the case subject) often accompany the case studies. Similarly, teaching case studies have become increasingly popular in science education. The National Center for Case Studies in Teaching Science  has made a growing body of case studies available for classroom use, for university as well as secondary school coursework.  Nevertheless, the principles involved in doing case study research contrast with those involved in doing case studies for teaching. Teaching case studies need not adhere strictly to the use of evidence, as they can be manipulated to satisfy educational needs. The generalizations from teaching case studies also may relate to pedagogical issues rather than the substance of the case being studied.
The analysis of a nested case control model must take into account the way in which controls are sampled from the cohort. Failing to do so, such as by treating the cases and selected controls as the original cohort and performing a logistic regression, which is common, can result in biased estimates whose null distribution is different from what is assumed. Ways to account for the random sampling include conditional logistic regression ,  and using inverse probability weighting to adjust for missing covariates among those who are not selected into the study.