ArticleJournal of medical education and curricular development
Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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Who cites it
8 citing papers in PubMed.
- Knowledge and attitudes toward organ donation and transplantation among medical students in Greece: A cross-sectional survey.World journal of transplantation · 2026Article
- Education Research: Integrating AI-Enabled Interactive Case-Based Learning in a Preclinical Neurosciences Course.Neurology. Education · 2026Article
- Implementation of case-based collaborative learning in radiology residency: experience report of an international educational experience adapted to the Brazilian context.BMC medical education · 2026Article
- Curriculum Innovation: An Interactive, Case-Based, Multimodal Preclinical Neuroanatomy Teaching Curriculum.Neurology. Education · 2026Article
- The impact of pedagogical environment and instructor support on classroom interaction and cognitive engagement among medical students.Journal of education and health promotion · 2026Article
- Perception of case-based collaborative learning in pathology through panel discussion using concept mapping: a quasi-experimental crossover study in phase II MBBS students.BMC medical education · 2025Article
- Estimating Clinical Manifestations in Cell Biology Teaching is a Suitable Active Element for Teaching Beginning Medical Students.Journal of medical education and curricular developmentArticle
- Effectiveness of case-based lectures in enhancing critical thinking and improving performance in nursing students' physiology education.Journal of family & community medicineArticle
Corrections and comments
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Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Large group collaborative teaching approaches are rapidly gaining popularity in undergraduate medical education. The case-based collaborative Learning (CBCL) pedagogy was instituted for pre-clerkship teaching at Harvard Medical School in 2015 with subsequent implementation at other medical schools. CBCL emphasizes inductive reasoning, integrates basic and clinical sciences, stimulates curiosity, and fosters teamwork. Given the ongoing educational evolution, guidance on designing and facilitating collaborative learning sessions, such as CBCL may benefit faculty in their instructional design efforts. This perspective article describes strategies to create effective collaborative sessions using CBCL as an example. We reviewed the literature and summarized ten years of experience in CBCL teaching through the lens of contemporary theories of teaching and learning. The recommendations are organized into three main domains: Instructional Design, Facilitation, and Professional Transformation, each aligned with the theoretical principles of CBCL. The recommendations provide a conceptual model to assist faculty in designing engaging and effective class materials and support students' professional transformation during collaborative learning sessions.
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What OpenQuestion holds
Registered trials
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.