ArticleMedical science educator2022
Increasing Collaborative Discussion in Case-Based Learning Improves Student Engagement and Knowledge Acquisition.
Article in Medical science educator, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers.
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Who cites it
22 citing papers in PubMed.
- Preventive trial-and-error model is associated with improved breech delivery skills and training transfer in midwifery interns.iScience · 2026Article
- Case-based learning (CBL) in undergraduate health professions education: A realist review.Medical education · 2026Review
- Graduate perspectives on a transnational medical programme: a qualitative study of career impact.BMC medical education · 2026Article
- Impact of a tripartite framework on perioperative clinical reasoning in junior anaesthesiology residents in China: a longitudinal quasi-experimental study.BMC medical education · 2026Article
- Exploring the Case-Based Learning Challenge (CBLC): a digitally mediated, inter-university simulation to enhance clinical reasoning in physiotherapy students - a quasi-experimental study.BMC medical education · 2026Article
- Influences of case-based inclusive education coursework and disability-related contact experiences on secondary preservice teachers' efficacy for inclusive practices: variable- and person-centered approaches.Frontiers in psychology · 2026Article
- Effect of Integrated Lecture-, Case-, and Problem-Based Learning on Critical Thinking and Clinical Competence in Gastrointestinal Surgery Trainees: A Randomized Controlled Trial.Gastroenterology research and practice · 2026Article
- Evaluation of a Hybrid Case-Based Learning and Small-Group Teaching Model Using Artificial Intelligence-Assisted Case Generation: An Innovative Dental Education Study.Advances in medical education and practice · 2026Article
- Article
- Does online case-based learning foster clinical reasoning skills? A mixed-methods study.Future healthcare journal · 2025Article
- Peer-to-Peer Case Review as a Strategy to Improve Sepsis Education in Graduate Medical Education.Spartan medical research journal · 2025Article
- Think-aloud approach combined with case-based learning in nursing teaching round for new nurses in cancer hospital.BMC medical education · 2024Article
- Redefining the Role of Medical Affairs Professionals as Innovators and Leaders in Industry-Led Medical Education.Pharmaceutical medicine · 2024Article
- Cased-based education rounds-the eternal heart of an international training program.Frontiers in pediatrics · 2024Article
- Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education.Cureus · 2024Review
- Responding to Bias: Equipping Residents With Tools to Address Microaggressions.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Teaching potential of interdisciplinary meetings on osteoarticular infections for orthopaedic residents: Insights from a French reference center (CRIOAC).GMS journal for medical education · 2024Article
- Application value of multi-disciplinary collaborative diagnosis and treatment combined with CBL teaching model in gynecological oncology practice teaching.Frontiers in medicine · 2024Article
- Article
- Letter to the Editor: A Response to "Increasing Collaborative Discussion in Case-Based Learning Improves Student Engagement and Knowledge Acquisition".Medical science educator · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: In the transition from academic to clinical learning, the development of clinical reasoning skills and teamwork is essential, but not easily achieved by didactic teaching only. Case-based learning (CBL) was designed to stimulate discussions of genuine clinical cases and diagnoses but in our initial format (CBL'10) remained predominantly tutor-driven rather than student-directed. However, interactive teaching methods stimulate deep learning and consolidate taught material, and we therefore introduced a more collaborative CBL (cCBL), featuring a structured format with discussions in small breakout groups. This aimed to increase student participation and improve learning outcomes. Method: A survey with open and closed questions was distributed among 149 students and 36 tutors that had participated in sessions of both CBL formats. A statistical analysis compared exam scores of topics taught via CBL'10 and cCBL. Results: Students and tutors both evaluated the switch to cCBL positively, reporting that it increased student participation and enhanced consolidation and integration of the wider subject area. They also reported that the cCBL sessions increased constructive discussion and stimulated deep learning. Moreover, tutors found the more structured cCBL sessions easier to facilitate. Analysis of exam results showed that summative assessment scores of subjects switched to cCBL significantly increased compared to previous years, whereas scores of subjects that remained taught as CBL'10 did not change. Conclusions: Compared to our initial, tutor-led CBL format, cCBL resulted in improved educational outcomes, leading to increased participation, confidence, discussion and higher exam scores.
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