Abstract
Objective:
In recent years, the case analysis method has gradually become more and more popular in the field of medical education. This paper comprehensively evaluates and expounds CBL, and evaluates the role of CBL in clinical medicine.
Method:
A comprehensive literature review was conducted to source relevant studies up to November 2023. The electronic databases interrogated included PubMed, Web of Science and Cochrane Library databases. This systematic search was designed to confirm all randomized controlled trials (RCTs) that juxtaposed the efficacy of Case-Based Learning (CBL) with that of the conventional Lecture-Based Learning (LBL) across various surgical disciplines. The appraisal of methodological soundness adhered strictly to the protocols stipulated in Cochrane Handbook for Systematic Reviews of Interventions, Subsequent meta-analyses were executed utilizing Review Manager 5.4 software, which facilitated an empirical synthesis of the data gleaned from the selected trials.
Result:
A total of 7 RCTs were finally included, with a total sample size of 598 students. The CBL pedagogy significantly increased theoretical knowledge scores (standardized mean difference (SMD) = 1.26, 95%CI: 0.62 to 1.91, p < 0.0001), student satisfaction (risk ratio = 1.25; 95% CI: 0.94 to 1.66; p = 0.13), technology and skills scores (SMD = 0.93, 95% CI: 0.23 to 1.63, p < 0.0001) and overall score (SMD = 1.13, 95% CI: 0.54 to 1.72, p < 0.0001) compared with the LBL teaching model among the dental students. Additionally, a subgroup analysis showed significant differences in the effects of CBL on comprehensive ability scores when comparing theoretical and practical courses.
Conclusions:
Literature was identified by a certain range of reviews to describe their scholarly achievements. The results show that CBL is a positive teaching method in surgical teaching, which can improve clinical ability and student satisfaction. The article provides a framework and suggestions for learning theory for future CBL implementation.