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Cited by 759Problem and Project Based LearningInnovations in Medical EducationSimulation-Based Education in Healthcare

The DOI matches its Crossref record; 84 of the 84 references it cites were found in a registry or an index.

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

Open access
McLean, Susan F.·2016·Journal of Medical Education and Curricular Development
DOI 10.4137/jmecd.s20377PMC PMC5736264
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Abstract

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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Crossref · 10.4137/jmecd.s20377

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84 of 84 references verified0 citation errors · 0 not checkable

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Figures

Figure 1 CBL use worldwide.
Figure 1 CBL use worldwide.CC BY-NC · PubMed Central
Figure 2 Fields of study.
Figure 2 Fields of study.CC BY-NC · PubMed Central
Figure 3 Mode of delivery of CBL.
Figure 3 Mode of delivery of CBL.CC BY-NC · PubMed Central
Figure 4 Method of evaluation.
Figure 4 Method of evaluation.CC BY-NC · PubMed Central
Figure 5 Differences in CBL and PBL.
Figure 5 Differences in CBL and PBL.CC BY-NC · PubMed Central

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Cites

Show all 84 references

Research works printed but not linked: 16

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  16. American College of Surgeons., 2013, Surgical Education and Self Assessment Program 15

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Metadata

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)
DOI
10.4137/jmecd.s20377
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
Licence
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
  • Social Sciences › Education › Innovations in Medical Education
  • Social Sciences › Education › 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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