Students reported positive evaluations of CBL, citing aroused learning interest, enhanced self-study, improved communication and cooperation, and improved problem-solving¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All eleven studies reporting questionnaires or open-ended surveys found CBL beneficial across four kinds of self-reported outcomes. → Wu Fanghui 2023

Evidence¶

Wu Fanghui 2023¶

Wu Fanghui, Wang Tao, Yin Danxu, Xu Xiaoxiao, Jin Cancan, Mu Nan, Tan Qingrong. (2023). Application of case-based learning in psychology teaching: a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-023-04525-5

q2 · i? · quant-synthesis · r2

Qualitative synthesis of questionnaire and open-ended survey data from eleven of the included RCTs; the article reports uniformly positive student attitudes toward CBL with no effect sizes for these self-report outcomes.

"All eleven studies reported that CBL was beneficial for students, and its beneficial effects included: (1) aroused learning interests [16, 24, 28, 30, 33]; (2) enhanced self-study abilities [16, 18]; (3) improved communication and cooperation [16, 28, 34]; and (4) improved problem-solving capabilities [30, 33]."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• CBL significantly enhances communication and collaboration skills compared with LBL (RR = 2.49) — related
• CBL significantly improves problem-solving abilities compared with LBL (RR = 2.19) — related
• Students report higher class satisfaction with CBL than with LBL (RR = 1.63) — related
• PBL-CBL outperforms LBL on subjective comprehensive competencies including self-learning, interest, efficiency, clinical thinking, teamwork, and communication — related