ArticleBMC medical education2024
Medical students' perceptions towards implementing case-based learning in the clinical teaching and clerkship training.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 28 papers, 2 of them syntheses that pooled it.
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Who cites it
28 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- AI-supported case-based learning in medical education: a comprehensive scoping review.Frontiers in medicine · 2026Pooled it
- Efficacy of problem-based learning combined with case-based learning versus lecture-based learning in orthopedic education: a systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Innovative multimodal educational strategies: assessing the impact of integrative teaching methods on standardized neurology resident training.BMC medical education · 2025Trial
- Promoting clinical academic careers and medical research skills through a dedicated research training programme: Outcomes from the MEDICORE programme.Clinical medicine (London, England) · 2026Article
- Case-based learning (CBL) in undergraduate health professions education: A realist review.Medical education · 2026Review
- Assessment of clinical pharmacology and competence during medicine clerkships.British journal of clinical pharmacology · 2026Review
- Development and Delivery of a Plastic and Reconstructive Surgery Case-Based Learning Curriculum for Pre-Clerkship Medical Students.Plastic surgery (Oakville, Ont.) · 2026Article
- Application of integrated whole-course clinical learning combined with case-based learning in undergraduate otolaryngology clerkships.BMC medical education · 2026Article
- Medical students' perceptions of the impact of case-based learning on engagement, cognitive skills, and communication.BMC medical education · 2026Article
- Online case-based learning to enhance pediatric endocrinology resident education.BMC medical education · 2026Article
- Impact of a hybrid flipped classroom and case-based learning model on learning outcomes and competency development inFrontiers in medicine · 2026Article
- Impact of a combined case-based and evidence-based medicine teaching approach in traditional Chinese orthopedic residency training: a single-center, retrospective educational study.Frontiers in medicine · 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
- Effect of case-based learning biochemistry among first-year medical students.Bioinformation · 2026Article
- The impact of a decision tree-based BOPPPS blended teaching model on cognitive performance in clinical epidemiology.Frontiers in public health · 2026Observational
- Article
- Temporomandibular disorder clinical practice teaching through case-based learning with the symptom "limited mouth opening": a pilot study.BMC medical education · 2025Article
- Curriculum Innovation: Integrating Case-Based Learning With Seminar and Journal Club to Enhance Critical Thinking Skills in Residency Program.Neurology. Education · 2025Article
- Medical student experiences of Case-Based Learning (CBL) at a multicultural medical school.BMC medical education · 2025Article
- Impact of Case-based Learning on Critical Thinking in Clinical Decision-making Among Student Nurses of Kampala International University, Uganda.Advances in medical education and practice · 2025Article
Corrections and comments
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Authors and funding
5 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundDepending on the subject area and the 'case' used, many methods can be used to describe case-based learning (CBL). The majority of health professional education is patient-centered. As a result, clinical presentations and diseases are combined with social and clinical sciences, and student learning is linked to real-world applications. The purpose of this study was to evaluate how medical students at the Faculty of Medicine, National Ribat University, felt about the implementation of CBL.
methodsThis descriptive cross-sectional study was conducted on 171 final-year medical students (100 females and 71 males). Students were voluntarily invited to complete a self-administered questionnaire consisting of 15 closed-ended questions with 5-point Likert scale responses, covering data on perception, awareness, and barriers to CBL.
resultsThe CBL satisfaction rate among medical students was 92.4%. The mean value of the medical student's perception was 3.7 out of 5. Regarding perceptions of CBL, 65.5% of students agreed with the positive impact of CBL on their academic performance. "8.2%" (14/171) of students strongly concur that CBL improved teamwork, while "31.6%" (54/171) strongly disagree. "36.3%" of students strongly believe that CBL improved their ability to use clinical reasoning. Regarding CBL barriers, 53% of medical students considered a group of twenty participants per session to be a barrier. (69%) of students refused to consider physical presence as a barrier. "76.6%" of the students agreed that the moderator's approach and style can have a big influence on the CBL session's outcome.
conclusionOverall, students had positive perceptions of CBL. Academic performance, clinical reasoning, teamwork, and information retention and retrieval were all improved by incorporating CBL into training modules. Students agreed that the group size of 20 students per session was a barrier, despite their moderate to excellent knowledge of CBL. Preparation for CBL is both time-consuming and tiring. Despite this, students agree that CBL has a positive impact on the learning process.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.