Evaluating case-based learning in renal physiology: student feedback and academic outcomes

Case-based learning (CBL) integrates theoretical and clinical knowledge while fostering critical thinking and self-directed learning. In Vietnam, where medical education is transitioning from traditional lectures to active learning approaches, understanding the impact of CBL is essential. Therefore, we aimed to implement CBL, as an additional component to traditional teaching methods, in a Renal Physiology module for second-year medical students and to evaluate its effect on their academic performance and learning perceptions. We used a mixed-methods design combining pre-/post-tests and a post-course Likert 5-point survey (satisfaction, engagement, critical thinking), plus open-ended responses. Quantitative data were analyzed by Stata v16.0, where paired t-tests along with normality checks were performed, and qualitative data from open-ended responses were analyzed descriptively to identify common patterns. Among 445 second-year medical students, 51.9% were female and 48.1% were male. Post-test scores (Mean=8.19, SD=1.15) exceeded pre-test scores (Mean=7.67, SD=1.33; p<0.001). Over≥85% reported satisfaction with CBL. Qualitative categories of feedback highlighted improved understanding, motivation, and clinical reasoning, alongside needs for clearer guidance, better preparatory materials, and fairer group assessment. CBL was positively received, and associated with enhanced academic outcomes and critical thinking. To optimize its effectiveness, structured guidance, faculty training, and fair assessment methods should be prioritized in future implementations within Vietnamese medical education.