Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review
To evaluate the effectiveness of case-based learning (CBL) versus alternate learning methods on learning competencies and student satisfaction among healthcare students. A systematic search of the PubMed, SCOPUS, CINAHL, and Cochrane CENTRAL databases was conducted from database inception to Decembe...
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2025-02-01
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| Series: | Journal of Education and Health Promotion |
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| Online Access: | https://journals.lww.com/10.4103/jehp.jehp_510_24 |
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| author | Beena Varma Vineetha Karuveettil Ritin Fernandez Elizabeth Halcomb Kaye Rolls S Vijay Kumar M S Aravind |
| author_facet | Beena Varma Vineetha Karuveettil Ritin Fernandez Elizabeth Halcomb Kaye Rolls S Vijay Kumar M S Aravind |
| author_sort | Beena Varma |
| collection | DOAJ |
| description | To evaluate the effectiveness of case-based learning (CBL) versus alternate learning methods on learning competencies and student satisfaction among healthcare students. A systematic search of the PubMed, SCOPUS, CINAHL, and Cochrane CENTRAL databases was conducted from database inception to December 31, 2021. The grey literature, Google Scholar, and hand searching were also conducted. The keywords used were “case-based learning,” “case learning,” “traditional learning,” “problem-based learning,” “simulation-based learning,” “learning competenc*,” “competenc*,” “student satisfaction,” “satisfaction,” “medic*,” “dent*,” “nursing” “pharmac*,” “students,” “undergraduate,” “postgraduate,” and “clerkship.” Only studies comparing CBL methods with a control group or with an alternate learning method conducted on healthcare students were considered. The risk of bias was assessed independently by two reviewers. Data analysis was undertaken using RevMan 5.4. Twenty-two studies were included in the final review, of which 20 studies compared CBL with lecture-based learning (LBL) and two compared CBL with simulation-based learning. Pooled data demonstrated that critical thinking scores were significantly higher among those receiving CBL than those receiving LBL (standardized mean difference (SMD): 0.75, 95% confidence interval (95%CI): 0.21–1.29). Similarly, significantly greater scores for teamwork and communication were identified in the CBL group than in the LBL groups (SMD: 0.24; 95%CI: −0.19–0.66). However, no significant difference in knowledge and comprehension scores (SMD: 0.41; 95%CI: 0.20–0.62) and self-directed learning (SMD: 0.30; 95%CI: 0.10–0.49) was identified among those who received CBL compared to those who received LBL. Based on the results of this review, CBL has been identified as a superior teaching method as it significantly improves critical thinking, problem-solving, teamwork, and communication skills and enhances clinical skills development and student satisfaction. However, more rigorous RCTs are needed to underpin the available evidence. |
| format | Article |
| id | doaj-art-ff784eb279b043ac950b9fe061b0b752 |
| institution | DOAJ |
| issn | 2277-9531 2319-6440 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Education and Health Promotion |
| spelling | doaj-art-ff784eb279b043ac950b9fe061b0b7522025-08-20T02:53:18ZengWolters Kluwer Medknow PublicationsJournal of Education and Health Promotion2277-95312319-64402025-02-01141767610.4103/jehp.jehp_510_24Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic reviewBeena VarmaVineetha KaruveettilRitin FernandezElizabeth HalcombKaye RollsS Vijay KumarM S AravindTo evaluate the effectiveness of case-based learning (CBL) versus alternate learning methods on learning competencies and student satisfaction among healthcare students. A systematic search of the PubMed, SCOPUS, CINAHL, and Cochrane CENTRAL databases was conducted from database inception to December 31, 2021. The grey literature, Google Scholar, and hand searching were also conducted. The keywords used were “case-based learning,” “case learning,” “traditional learning,” “problem-based learning,” “simulation-based learning,” “learning competenc*,” “competenc*,” “student satisfaction,” “satisfaction,” “medic*,” “dent*,” “nursing” “pharmac*,” “students,” “undergraduate,” “postgraduate,” and “clerkship.” Only studies comparing CBL methods with a control group or with an alternate learning method conducted on healthcare students were considered. The risk of bias was assessed independently by two reviewers. Data analysis was undertaken using RevMan 5.4. Twenty-two studies were included in the final review, of which 20 studies compared CBL with lecture-based learning (LBL) and two compared CBL with simulation-based learning. Pooled data demonstrated that critical thinking scores were significantly higher among those receiving CBL than those receiving LBL (standardized mean difference (SMD): 0.75, 95% confidence interval (95%CI): 0.21–1.29). Similarly, significantly greater scores for teamwork and communication were identified in the CBL group than in the LBL groups (SMD: 0.24; 95%CI: −0.19–0.66). However, no significant difference in knowledge and comprehension scores (SMD: 0.41; 95%CI: 0.20–0.62) and self-directed learning (SMD: 0.30; 95%CI: 0.10–0.49) was identified among those who received CBL compared to those who received LBL. Based on the results of this review, CBL has been identified as a superior teaching method as it significantly improves critical thinking, problem-solving, teamwork, and communication skills and enhances clinical skills development and student satisfaction. However, more rigorous RCTs are needed to underpin the available evidence.https://journals.lww.com/10.4103/jehp.jehp_510_24case-based learningdidactic learninghealth science educationmedical educationsimulation-based learning |
| spellingShingle | Beena Varma Vineetha Karuveettil Ritin Fernandez Elizabeth Halcomb Kaye Rolls S Vijay Kumar M S Aravind Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review Journal of Education and Health Promotion case-based learning didactic learning health science education medical education simulation-based learning |
| title | Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review |
| title_full | Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review |
| title_fullStr | Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review |
| title_full_unstemmed | Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review |
| title_short | Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review |
| title_sort | effectiveness of case based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students a systematic review |
| topic | case-based learning didactic learning health science education medical education simulation-based learning |
| url | https://journals.lww.com/10.4103/jehp.jehp_510_24 |
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