ArticleFrontiers in medicine2026
Bridging the theory-practice gap in laboratory medicine: development and application of a standardized case library for fostering clinical reasoning in postgraduate training.
Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Case-based learning (CBL) is crucial for developing clinical reasoning in medical education. However, its application in clinical laboratory diagnostics is hindered by the absence of standardized, real-world teaching cases. This study aimed to develop a comprehensive teaching case library and conduct an exploratory evaluation of its potential associations with student outcomes. Methods: This study employed a two-phase, quasi-experimental, non-randomized design with a historical control. In the first phase, a standardized case library was constructed using real patient data from a tertiary hospital's Laboratory and Hospital Information Systems, following principles of systematic coverage and clinical relevance. All 28 cases, spanning six laboratory subspecialties, underwent dual review by laboratory medicine specialists and clinicians. In the second phase, this library was integrated into a structured, closed-loop CBL curriculum. A total of 36 professional master's degree students in Clinical Laboratory Diagnostics were included. The historical control group ( Results: The library comprises 28 peer-reviewed cases. Compared to the historical control group, the CBL group showed higher engagement levels: instructor ratings showed that 66.6% of CBL students achieved "high engagement" (score ≥ 4 on a 5-point scale) versus 33.3% in the control group; student self-reported mean composite engagement score was 4.5 ± 0.4 in the CBL group compared to 3.2 ± 0.6 in the control group ( Conclusion: A systematically constructed and closed-loop implemented case library, integrated with CBL, appears to offer a promising approach for bridging the theory-practice gap and supporting the development of essential clinical competencies. These preliminary, hypothesis-generating findings from a single-center, quasi-experimental study should be interpreted as exploratory rather than confirmatory, and they warrant validation in larger-scale, preferably randomized, investigations. This scalable educational model offers a practical framework for laboratory medicine training and holds potential for improving interprofessional collaboration.
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.