In health professions education, it is critical that learners apply and integrate knowledge to solve clinical problems. To achieve this, many educators rely, almost exclusively, on the use of case studies to support learning, with little consideration of other methods. This is an example of forward design, or approaching a session with the activity in mind first, and then attempting to draw connections between the activity and the desired outcome. However, case studies are not always the best strategy to support meaningful learning of foundational concepts. Through meaningful learning, the learner fully understands a new concept and how it is connected to prior knowledge in mental schema. Meaningful learning is necessary to apply and integrate knowledge to solve clinical problems. To promote meaningful learning, educators should rely upon backwards design, identifying the learning outcomes first, and then designing classroom activities which support learner achievement of those outcomes. In doing so, educators consider what knowledge, new and prior, the learner must use and how they are connected. By applying the principles of backwards design, attendees will identify the intended learning outcomes for their content, connect the new and prior knowledge the learners must integrate and apply, and create active learning activities that support meaningful learning beyond the case study. (#1) Characterize meaningful learning according to its five attributes and long-term benefits. (#2) Describe how mental schema are used to organize new and prior knowledge for recall and problem-solving. (#3) Differentiate learning outcomes from learning objectives, according to their definitions, purposes, and best practices in the generation of each. (#4) Explain the rationale, benefits, and three stage process of backward design.