Medical students’ perceptions of the impact of case-based learning on engagement, cognitive skills, and communication

Medical education has shifted from traditional lectures to student-centered approaches, with case-based learning (CBL) gaining prominence. CBL engages students in real-world clinical scenarios, fostering critical thinking, problem-solving, and clinical reasoning. Previously published studies show CBL enhances knowledge retention and improves decision-making skills compared to traditional methods. In Saudi Arabia, CBL is increasingly adopted in alignment with Vision 2030 reforms. However, challenges such as resource limitations and engagement strategies remain. Despite its benefits, the implementation of CBL within the Saudi context is underexplored. This manuscript is to evaluate the effectiveness of CBL in enhancing medical students’ perceived benefits of CBL, with a focus on their engagement levels and the perceived impact on problem-solving, critical thinking, clinical reasoning, and communication skills, as well as to identify the challenges faced in adapting to the CBL format. A descriptive cross-sectional study was conducted from January to April 2025 among third- to fifth-year clinical medical students at King Saud University, Riyadh. A self-administered questionnaire with 19 items was developed based on a literature review and expert input. It was distributed online via Google Forms to eligible students through email and WhatsApp. The questionnaire covered demographics, engagement with case-based learning (CBL), perceptions of CBL, and challenges faced. Data were analyzed using SPSS version 24, applying descriptive statistics and correlation analysis, with significance set at p < 0.05. A total of 327 clinical-year medical students participated, with 68.5% reporting that case-based learning (CBL) improved critical thinking. Engagement varied, but higher engagement was significantly associated with greater satisfaction, better understanding, and enhanced skills (p < 0.001). Most students believed CBL improved problem-solving (59.3%), knowledge retention (60.9%), and teamwork (53.2%). However, challenges included difficulty accessing resources (30.3%) and adapting to the CBL format. Significant correlations were observed among critical thinking, deep learning, and bridging theoretical-practical gaps (r = 0.78), highlighting CBL’s positive educational impact. CBL positively influenced medical students’ engagement, understanding, and development of essential clinical skills, including clinical reasoning, decision-making, teamwork, and communication skills. These skills are crucial for effective medical practice and which is getting enhanced through active participation in CBL sessions. Higher engagement levels were significantly associated with improved satisfaction and perceived benefits of CBL. Despite these benefits, challenges such as resource limitations and adaptation difficulties were reported. These findings highlight the need for structured implementation, faculty training, and improved support systems to optimize the effectiveness of CBL in medical education.