SynthesisBMC medical education2025
The effectiveness of case-based learning compared with lecture-based learning in pharmacy education: a systematic review and meta-analysis.
Synthesis in BMC medical education, 2025. 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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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed.
- Assessing community pharmacists' understanding, attitudes, self-confidence, and obstacles in patient-centered communication.Future science OA · 2026Article
- A full review of online education resources available on antifungal stewardship.JAC-antimicrobial resistance · 2026Article
- Application of integrated whole-course clinical learning combined with case-based learning in undergraduate otolaryngology clerkships.BMC medical education · 2026Article
- Flipped classroom showdown: game-based vs. case-based learning in pharmacy education.BMC medical education · 2026Article
- Educational effects of a workshop on quantitative drug-drug interaction assessment for pharmacists: a pre-post study.Journal of pharmaceutical health care and sciences · 2026Article
- Cultural Adaptation and Implementation Strategy of a Recovery-Oriented Mental Health Training Intervention (REFOCUS-THAIREC) for Healthcare Workers in Thailand: An Experience-Based Co-Design.Health expectations : an international journal of public participation in health care and health policy · 2026Article
- Outcome-based education and student learning in probability and statistics: the mediating roles of engagement and self-efficacy in a new liberal arts context.Frontiers in psychology · 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
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
backgroundCase-based learning (CBL), an innovative teaching approach distinct from traditional methodologies, has gained increasing popularity in pharmacy education. This study aims to conduct a systematic investigation into the effectiveness of CBL, offering evidence-based insights to inform future research and instructional practices in pharmacy education.
methodsA comprehensive search of related literature published prior to June 2023 was performed across seven databases, including China National Knowledge Infrastructure (CNKI), Wanfang Database, VIP China Science and Technology Journal, PubMed, Cochrane Library, Embase, and Medline. Following predefined inclusion and exclusion criteria, eligible studies underwent rigorous screening. The Cochrane Risk of Bias Assessment Tool was utilized to assess methodological quality, with RevMan 5.4.1 employed for systematic review and meta-analysis.
resultsAn initial retrieval yielded 2,267 studies, of which 11 studies involving 1,339 pharmacy students met the final inclusion criteria. Based on the studies included, the CBL group demonstrated significantly higher exam scores compared to the lecture-based learning (LBL) group (standardized mean difference [SMD] = 0.58, 95% confidence interval [CI] [0.39, 0.77], P < 0.05). In addition, CBL led to substantial enhancements in communication/collaboration skills (risk ratio [RR] = 2.49, 95% CI [1.17, 5.27], P < 0.05), problem-solving abilities (RR = 2.19, 95% CI [1.26, 3.80], P < 0.05), and clinical practice skills (RR = 2.39, 95% CI [1.46, 3.92], P < 0.05). Moreover, students reported higher satisfaction with CBL-based instruction compared to LBL (RR = 1.63, 95% CI [1.22, 2.18], P < 0.05).
conclusionsCBL effectively enhances pharmacy students' exam performance, communication and team collaboration skills, problem-solving abilities, clinical practice skills, and instructional satisfaction.
trial registrationInternational Prospective Register of Systematic Reviews (PROSPERO), CRD 42,024,537,606.
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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.