Case‐based learning (CBL) in undergraduate health professions education: A realist review
Our realist review provides insight for healthcare educators on how best to implement CBL to optimise academic, skill and behavioural outcomes for undergraduate students. Fostering student trust in learning through access to clinician facilitators and authentic cases leads to improved learning outcomes. Recognition of faculty and student efforts to contribute to CBL is essential for successful implementation. The facilitation of a safe and secure group learning environment is required for students to meaningfully engage with CBL.
Authors
- Elizabeth Tunney (ORCID: https://orcid.org/0000-0002-2220-7622)
- Gozie Offiah (ORCID: https://orcid.org/0000-0003-2439-6057)
- Ronan Daly (ORCID: https://orcid.org/0000-0002-8299-5755)
- Fiona Kent (ORCID: https://orcid.org/0000-0002-3000-9028)
- Muirne Spooner (ORCID: https://orcid.org/0000-0001-9760-0544)
- Karen Flood (ORCID: https://orcid.org/0000-0002-2118-916X)
Institutions
- Royal College of Surgeons in Ireland (IE)
Publication Details
- Journal
- Medical Education
- Published
- 2026-02-04
- DOI
- https://doi.org/10.1111/medu.70179
- Citations
- 1
- Primary Topic
- Problem and Project Based Learning
- Type
- article
- Field-Weighted Citation Impact
- 192.69
Funders
- Royal College of Surgeons in Ireland