Case-based learning in paediatric cardiology training

BACKGROUND: Case-based learning (CBL) is increasingly used across health professions education to promote clinical reasoning and professional competencies. In paediatric cardiology, rapid advances in diagnostics, interventions, and multidisciplinary care have intensified the need for educational approaches that integrate complex knowledge with real-world problem-solving. METHODS: This narrative review outlines the theoretical foundations of CBL and examines the available literature on its implementation and effectiveness in medical education generally and paediatric cardiology specifically. Emerging applications of CBL, including simulation, virtual reality, and international collaborative case conferences, were also reviewed. Key design principles for effective CBL were explored, including case selection, alignment with competency-based curricula, faculty development, and assessment strategies. RESULTS: Evidence suggests that CBL enhances clinical reasoning, knowledge integration, learner engagement, and the development of professional competencies. In paediatric cardiology, CBL supports the application of complex diagnostic and management principles within authentic clinical contexts. Emerging technology-enhanced approaches and international collaborative learning initiatives further expand opportunities for interactive and multidisciplinary education. However, challenges remain, including significant time and resource requirements, digital inequities, and the need for more rigorous evaluation of educational outcomes. CONCLUSION: Well-designed CBL appears to be a powerful educational strategy for preparing paediatric cardiology clinicians to deliver increasingly complex, team-based care. Future directions include greater integration of technology-enhanced learning, simulation-based approaches, and global educational networks to support trainees and practitioners across diverse practice settings while strengthening evidence for educational effectiveness.