In a randomised trial of 80 first-year postgraduate oncology trainees, CBL produced significantly higher examination scores and satisfaction than traditional lecture-based learning, though confidence intervals crossed the null for examination results¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Chinese RCT reported statistically significant improvements in the experimental (CBL) group with respect to participant satisfaction and examination results, but confidence intervals for examination results crossed the null value. → Vundum Jonathon 2025 q2 i? The trial is arguably confounded because the experimental group also received PowerPoint teaching, so it may compare CBL plus traditional teaching against traditional teaching alone. → Vundum Jonathon 2025

Evidence¶

Vundum Jonathon 2025¶

Vundum Jonathon, Day Fiona. (2025). Evaluating the Efficacy of Case-Based Learning for Medical Oncology Trainees: A Systematic Review. Journal of Cancer Education. https://doi.org/10.1007/s13187-025-02651-w

q2 · i? · review · r2

Randomised controlled trial (Bi et al., 2019) in which 80 first-year postgraduate oncology trainees in China were randomly assigned 1:1 to CBL or traditional lecture-based teaching for a lung cancer curriculum. The review attributes the reported "statistically significant improvements in the experimental group" while noting examination confidence intervals crossed the null.

"All 80 eligible participants successfully completed a dichotomous questionnaire and examination two weeks after the course finale without dropout. The authors reported statistically significant improvements in the experimental group with respect to participant satisfaction and examination results. Confidence intervals were not provided for analysis of questionnaire results and crossed the null value with respect to examination results."

Discussion¶

Related Claims¶

• Only three studies met eligibility criteria for case-based learning in postgraduate medical oncology, totalling 111 participants, indicating a paucity of data in this field — related
• Findings from other postgraduate specialties suggest PBL and CBL improve performance, knowledge and confidence, but overall RCT quality in this field is deemed unsatisfactory — related
• A simulated oncology MDT case-based learning session significantly improved trainee confidence, with a mean increase of 2 points on a 10-point scale (p < 0.01) — related
• All eligible postgraduate CBL studies had serious methodological flaws identified by CASP appraisal, limiting the validity and reliability of their conclusions — related
• Case-based learning is viewed positively by practicing doctors, with all eligible postgraduate studies reporting favourable perceptions — related
• Context-based learning has a statistically significant positive overall effect on academic achievement (g=0.970) compared to traditional lecture-based instruction — related
• Context-based learning has a statistically significant positive overall effect on learning retention (g=0.791) compared to traditional lecture-based instruction — related
• A formal oncology CBL programme delivered via videoconferencing may enhance learning opportunities for rural and remote trainees in Australia — related
• Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture — related