Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature
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INTRODUCTION: Case-based learning (CBL) is a newer modality of teaching healthcare. In order to evaluate how CBL is currently used, a literature search and review was completed. METHODS: A literature search was completed using an OVID© database using PubMed as the data source, 1946-8/1/2015. Key words used were "Case-based learning" and "medical education", and 360 articles were retrieved. Of these, 70 articles were selected to review for location, human health care related fields of study, number of students, topics, delivery methods, and student level. RESULTS: All major continents had studies on CBL. Education levels were 64% undergraduate and 34% graduate. Medicine was the most frequently represented field, with articles on nursing, occupational therapy, allied health, child development and dentistry. Mean number of students per study was 214 (7-3105). The top 3 most common methods of delivery were live presentation in 49%, followed by computer or web-based in 20% followed by mixed modalities in 19%. The top 3 outcome evaluations were: survey of participants, knowledge test, and test plus survey, with practice outcomes less frequent. Selected studies were reviewed in greater detail, highlighting advantages and disadvantages of CBL, comparisons to Problem-based learning, variety of fields in healthcare, variety in student experience, curriculum implementation, and finally impact on patient care. CONCLUSIONS: CBL is a teaching tool used in a variety of medical fields using human cases to impart relevance and aid in connecting theory to practice. The impact of CBL can reach from simple knowledge gains to changing patient care outcomes.
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The standard case-based learning approach often faces a significant shortage of materials featuring authentic clinical cases.
“However, the standard case-based learning approach often faces a significant shortage of materials featuring authentic clinical cases5,6.”
From A large language model digital patient system enhances ophthalmology history taking skills (2025) · cites this paper as [5]
The Introduction describes authentic clinical cases as central to case-based learning, but does not say that materials featuring them are scarce. Searches for a shortage of cases, teaching materials, and resources found no passage establishing the claimed shortage; the Delivery of CBL section discusses a different problem, inadequate faculty preparation. (LLM, conf=0.73)
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- Authors
- McLean, S. F.
- Affiliations
- Texas Tech University Health Sciences Center (US)
- Corresponding author
- McLean, Susan F.
- ORCID
- McLean, Susan F.
- Venue
- Journal of Medical Education and Curricular Development
- Publisher
- SAGE Publications
- Published
- 2016-01
- Volume
- 3
- ISSN
- 2382-1205 (ISSN-L)
- PMC
- PMC5736264
- OpenAlex
- W2343537248
- Cited by
- 759
- References
- 84
- Citations by year
- 2026: 103 · 2025: 128 · 2024: 124 · 2023: 108 · 2022: 91 · 2021: 83 · 2020: 75 · 2019: 33 · 2018: 9 · 2017: 2 · 2016: 2
- FWCI
- 5.95
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Journal of Medical Education and Curricular Development (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Keywords
- case-based learning, medical education, healthcare education, problem-based learning, nursing education, occupational therapy, allied health, curriculum implementation, teaching methods, student outcomes, theory-practice connection, patient outcomes
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