BACKGROUND
Over the past decade, health education curricula have emphasized the importance of active learning. Active learning encompasses numerous strategies including case-based learning (CBL) and problem-based learning (PBL) and represents a shift from passive lecture-based learning (LBL). Case-based learning and problem-based learning are often considered the leading active learning methods in health education. CBL is results-driven focusing on helping students integrate learned knowledge whereas PBL is driven by problem-solving.
OBJECTIVE
This review aims to evaluate the differences and similarities in learning outcomes of case-based learning and problem-based learning in health education to assess the level of evidence supporting the preference for one of these leading active learning methods. In short, is there enough evidence to support adopting one of these active learning strategies?
METHODS
An electronic search was conducted in three databases: PubMed, Embase, and Trip Database to identify randomized controlled trials (RCTs) or quasi-randomized controlled trials (qRCTs) published between January 2000 and October 2023 that compared the learning outcomes of case-based learning and problem-based learning in the same study.
RESULTS
A total of 77 records were identified. Following the removal of 10 duplicates, a 2-step process was used to identify appropriate studies for inclusion. A PRISMA Flow Diagram was used to apply the inclusion and exclusion criteria followed by a CASP screening to assess the quality of identified records. This stringent screening resulted in the retention of two relevant and high-quality studies.
CONCLUSIONS
To date, very few published studies aimed at a side-by-side comparison of the learning outcomes of case-based learning and problem-based learning in health education. We truly believe that more research is warranted to clarify the merits and limitations of these leading active learning strategies to help guide their adoption based on reliable evidence.