Case-based learning (CBL), an innovative teaching approach distinct from traditional methodologies, has gained increasing popularity in pharmacy education. This study aims to conduct a systematic investigation into the effectiveness of CBL, offering evidence-based insights to inform future research and instructional practices in pharmacy education. A comprehensive search of related literature published prior to June 2023 was performed across seven databases, including China National Knowledge Infrastructure (CNKI), Wanfang Database, VIP China Science and Technology Journal, PubMed, Cochrane Library, Embase, and Medline. Following predefined inclusion and exclusion criteria, eligible studies underwent rigorous screening. The Cochrane Risk of Bias Assessment Tool was utilized to assess methodological quality, with RevMan 5.4.1 employed for systematic review and meta-analysis. An initial retrieval yielded 2,267 studies, of which 11 studies involving 1,339 pharmacy students met the final inclusion criteria. Based on the studies included, the CBL group demonstrated significantly higher exam scores compared to the lecture-based learning (LBL) group (standardized mean difference SMD = 0.58, 95% confidence interval CI 0.39, 0.77, P < 0.05). In addition, CBL led to substantial enhancements in communication/collaboration skills (risk ratio RR = 2.49, 95% CI 1.17, 5.27, P < 0.05), problem-solving abilities (RR = 2.19, 95% CI 1.26, 3.80, P < 0.05), and clinical practice skills (RR = 2.39, 95% CI 1.46, 3.92, P < 0.05). Moreover, students reported higher satisfaction with CBL-based instruction compared to LBL (RR = 1.63, 95% CI 1.22, 2.18, P < 0.05). CBL effectively enhances pharmacy students' exam performance, communication and team collaboration skills, problem-solving abilities, clinical practice skills, and instructional satisfaction. International Prospective Register of Systematic Reviews (PROSPERO), CRD 42,024,537,606.
Chen et al. (2025) studied this question.