Findings from other postgraduate specialties suggest PBL and CBL improve performance, knowledge and confidence, but overall RCT quality in this field is deemed unsatisfactory¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Two systematic reviews published since 2022 concluded that problem-based learning appeared more effective than traditional teaching for improving performance, that PBL was associated with higher scores across multiple skill domains, and that CBL increased knowledge and confidence, though the latter was a non-significant trend. → Vundum Jonathon 2025 q2 i? The overall quality of data from available RCTs in postgraduate CBL/PBL was deemed unsatisfactory. → 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

The review reports, citing three prior studies, that PBL appeared more effective than traditional teaching and was associated with higher scores for learning motivation, understanding, communication, clinical thinking, self-learning and teamwork skills, and that CBL increased knowledge and confidence. The review notes the latter conclusion was a non-significant trend and that overall RCT quality was unsatisfactory.

"Note that the latter's conclusion was stated as a trend that was not statistically significant, possibly as a result of the small sample size (16) with 56% of participants in the intervention group not attending the planned CBL sessions. The overall quality of data from available RCTs was deemed unsatisfactory [25]."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• 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 — related
• Case-based discussions show evidence of reasoning and learning occurring and are perceived as useful for teaching and learning by oncology registrars and consultants — a narrower finding that bears on this claim
• Case-based learning is viewed positively by practicing doctors, with all eligible postgraduate studies reporting favourable perceptions — related
• 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
• 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) — a narrower finding that bears on this claim
• All eligible postgraduate CBL studies had serious methodological flaws identified by CASP appraisal, limiting the validity and reliability of their conclusions — related
• A formal oncology CBL programme delivered via videoconferencing may enhance learning opportunities for rural and remote trainees in Australia — a narrower finding that bears on this claim
• Context-based learning has a statistically significant positive overall effect on academic achievement (g=0.970) compared to traditional lecture-based instruction — related
• Student satisfaction with CBL, PBL and TBL in public health education was high, reported in 21 of 22 studies (95.4%) — related
• Limited evidence suggests PBL participants implement practice changes, but behavior-change data are sparse and mostly non-significant — 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