The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23

Abstract

Overwhelmingly, students enjoy CBL and think that it enhances their learning. The empirical data taken as a whole are inconclusive as to the effects on learning compared with other types of activity. Teachers enjoy CBL, partly because it engages, and is perceived to motivate, students. CBL seems to foster learning in small groups though whether this is the case delivery or the group learning effect is unclear.

The Impact of Small Group Case-Based Learning on Traditional Pharmacology Teaching = أثر التعلم المبني على الحالات السريرية في مجموعات صغيرة لتدريس علم الأدوية على الطريقة التقليدية

“…4 CBL is an interactive, student-centred, instructor-led learning approach that is closely related to PBL. 5 This innovative learning approach was first applied in medical education by the anatomy department of a medical school in Newfoundland, Canada. CBL promotes active learning by utilising clinical case scenarios which reflect real life experiences that students will face during the clinical phase of their medical education.…”

“…CBL promotes active learning by utilising clinical case scenarios which reflect real life experiences that students will face during the clinical phase of their medical education. 5 Cases are generally written as problems that provide students with the history, physical findings and laboratory results of a patient. Active learning happens when students are given the opportunity to develop a more interactive relationship with the case, encouraging them to generate rather than simply receive knowledge, organising it in a meaningful manner and developing skills to share with other learners in a group.…”

Graphic Pathographies and the Ethical Practice of Person-Centered Medicine

“…Information learned through stories is more likely to be retained [3]; this is perhaps a chief reason that medical education features case-based learning. When we both hear and see stories unfold, perhaps we remember things even more vividlyhence the presence of real patients who tell their stories to medical students [3] and the ability of seasoned medical practitioners to remember "one patient, Mr. Z, twenty years ago," who presented with unusual symptoms. Graphic pathographies are thus an excellent means to retain information and hone the interpretive abilities necessary to treat the whole patient.…”

Strategies for Incorporating Radiology into Early Medical School Curricula

“…Beginning with the introduction of case-based learning scenarios focused on clinical vignettes [3], schools have found that students are more motivated and engaged when the clinical utility of basic science content is evident [4]. As curricular reform has resulted in greater degrees of integration and problembased learning, graduates demonstrate improved clinical skills and feel better prepared for clinical practice when compared with students from more traditional school models [5,6].…”

“…Online independent learning modules are certainly considered more innovative [12,21,22] than printed textbooks. These resources allow more opportunity for active learning by providing an interactive experience with a case-based or problem-based format [3]. The material in radiology lends itself particularly well to these types of multimedia materials, given the central importance of images [20].…”