Evidence map›Paper›PMID 42021802›Full record

ArticleMedical journal of the Islamic Republic of Iran2025

The Effect of the Case-Based Learning Method on the Achievement Motivation of Medical Students.

Azizeh Barry, Zohreh Sohrabi, Mitra Nourbakhsh, Akram Zhianifard, Azam Norouzi, Monire Barry, Elham Ramezanpour, Zahra Nouri Khaneghah, Zahra Mirzaee

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical journal of the Islamic Republic of Iran, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Azizeh BarryCenter for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Zohreh SohrabiDepartment of Medical Education, Faculty of Medicine, Vice-Director, Center for Educational Reseasrch in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran.ORCID https://orcid.org/0000-0002-7535-559X
Mitra NourbakhshDepartment of Biochemistry, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Akram ZhianifardCenter for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Azam NorouziDepartment of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
Monire BarryDepartment of Nursing, Islamic Azad University of Uremia, Uremia, Iran.
Elham RamezanpourCenter for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Zahra Nouri KhaneghahCenter for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Zahra MirzaeeCenter for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Medical education requires continuous improvements in teaching methods to ensure higher-quality learning outcomes for students. Case-Based Learning (CBL) has gained attention as an innovative method to enhance student engagement and achievement motivation. This study aimed to evaluate the effect of CBL on the achievement motivation of medical students. Methods: This quasi-experimental study employed a two-group pre-test-post-test design. The study sample consisted of 70 medical students (36 in the control group and 34 in the intervention group), selected using simple random sampling. The Herman's Academic Achievement Motivation Questionnaire (Cronbach's alpha = 0.84) was used to measure achievement motivation. Data were analyzed using SPSS software. The intervention group participated in a CBL-based teaching approach. Results: Results revealed a significant difference in achievement motivation scores between the pre-test and post-test in the intervention group ( Conclusion: CBL significantly enhanced achievement motivation in medical students. Integrating CBL into basic science courses, such as biochemistry, is recommended to foster higher motivation and academic success.

Indexed as

achievement motivationBasic sciencesCase-based teachingMedical students

Identifiers

PMID42021802
PMCPMC13097193

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-SA
Read underepoch 390

Registered trials

None linked

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.