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May 11, 2012Open Access

The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23

JTJill ThistlethwaiteUniversity of Technology Sydney DDDavid DaviesUniversity of North Carolina at Chapel Hill SESamilia EkeochaQueen Elizabeth Hospital Birmingham

Key Points

This review aims to evaluate the effectiveness of case-based learning in health professional education.
Conducted a systematic review as part of BEME Guide No. 23.
Analyzed empirical data on student and teacher experiences with case-based learning.
Examined differences in learning outcomes compared to traditional activities.
Students report high levels of enjoyment and perceived motivation through case-based learning.
Empirical data indicate inconclusive outcomes on learning effects compared to other activities.
Case-based learning fosters group interaction, but the exact impact of delivery versus group dynamics remains unclear.

Abstract

Overwhelmingly, students enjoy CBL and think that it enhances their learning. The empirical data taken as a whole are inconclusive as to the effects on learning compared with other types of activity. Teachers enjoy CBL, partly because it engages, and is perceived to motivate, students. CBL seems to foster learning in small groups though whether this is the case delivery or the group learning effect is unclear.

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