A formal oncology CBL programme delivered via videoconferencing may enhance learning opportunities for rural and remote trainees in Australia¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors propose that in the era of videoconferencing, a formal CBL programme in oncology specialty training may enhance learning opportunities for regional and remote trainees and increase networking capabilities. → 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

q1 · i? · review · r2

Authors' interpretation in the discussion, grounded in the observation that NSW has many trainees in rural and remote regions and seven regional or rural accredited sites allowing a maximum of one trainee each. This is an untested proposal; no evidence for the intervention's effect on rural trainees is presented.

"In the era of videoconferencing, a formal CBL programme in oncology speciality training may enhance learning opportunities for regional and remote trainees and increase networking capabilities."

Discussion¶

Related Claims¶

• Case-based discussions show evidence of reasoning and learning occurring and are perceived as useful for teaching and learning by oncology registrars and consultants — 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
• 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 — a broader claim this one bears on
• 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
• 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
• AI in adult education risks reinforcing existing inequalities via the digital divide, particularly for rural, low-income, and marginalized learners — related