ReviewMedical science educator2026
Development of a Case-Based Learning Framework for Medical Education: A Scoping Review.
Review in Medical science educator, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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.
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
3 citing papers in PubMed.
- Making case-based learning work and why context matters.Medical education · 2026Article
- A Simulation-Based Diagnostic Stewardship Framework for Imaging Utilization in Primary Care: A Model Using 100 Common Clinical Conditions.Diagnostics (Basel, Switzerland) · 2026Article
- A Multiliteracies Approach to Transforming Written Cases Into Video Case Studies in Rehabilitation Education: A Design-Based Study.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Case-based learning (CBL) is widely used educational strategy in medical education for assessing students' knowledge and clinical skills. Despite its benefits, there is an ongoing debate regarding best practices for developing cases. This study aims to synthesize current literature on CBL to develop a framework to support the creation of cases for theoretical and clinical courses. A scoping review, guided by the Arksey and O'Malley framework was conducted. Searches were conducted across five databases (CINAHL, ERIC, Scopus, and Google Scholar), and studies were included if they focused on CBL in health professions education. Thirty-five articles were in included in the final review. The included studies covered a range of disciplines, including medicine, nursing, physiotherapy, speech-language pathology, and interprofessional education. Studies were primarily from high-income countries with limited representation from low- and middle-income countries. A framework for CBL was developed encompassing five core components: content, structure, attributes and strategies, process and strategies, and outcomes. The proposed model facilitates student engagement, fosters reflective practice, and incorporates technological innovation to enhance learning. This framework offers practical guidance for educators in medical education seeking to design, adapt, and implement CBL approaches that are aligned with competency-based medical education. Future research may want to explore the application of CBL in the development of video simulated cases. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02583-6.
Indexed as
Identifiers
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.