Academic Journal
Evaluating the Efficacy of Case-Based Learning for Medical Oncology Trainees: A Systematic Review.
| Τίτλος: | Evaluating the Efficacy of Case-Based Learning for Medical Oncology Trainees: A Systematic Review. |
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| Συγγραφείς: | Vundum J; Department of Medical Oncology, Calvary Mater Newcastle, Newcastle, NSW, Australia.; School of Medicine and Public Health, University of Newcastle, Newcastle, NSW, Australia., Day F; Department of Medical Oncology, Calvary Mater Newcastle, Newcastle, NSW, Australia. fiona.day@calvarymater.org.au.; School of Medicine and Public Health, University of Newcastle, Newcastle, NSW, Australia. fiona.day@calvarymater.org.au. |
| Πηγή: | Journal of cancer education : the official journal of the American Association for Cancer Education [J Cancer Educ] 2026 Aug; Vol. 41 (4), pp. 637-645. Date of Electronic Publication: 2025 Jun 05. |
| Τύπος έκδοσης: | Journal Article; Systematic Review; Review |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Springer Country of Publication: England NLM ID: 8610343 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1543-0154 (Electronic) Linking ISSN: 08858195 NLM ISO Abbreviation: J Cancer Educ Subsets: MEDLINE |
| Imprint Name(s): | Publication: New York : Springer Original Publication: New York : Pergamon Press, c1986- |
| Ιατρικοί όροι (MeSH): | Problem-Based Learning*/methods , Medical Oncology*/education , Education, Medical, Undergraduate*/methods , Students, Medical*/psychology , Clinical Competence*, Humans |
| Περίληψη: | Active learning methodologies, such as case-based learning (CBL), are widely used in undergraduate medical education. CBL is associated with high student satisfaction, knowledge acquisition and the development of critical thinking abilities. The aim of this review is to determine whether these findings are generalisable to postgraduate medical oncology trainees. A systematic review was conducted using Medline and Embase, following the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guidelines. Studies were evaluated using the Critical Appraisal Skills Programme (CASP) checklist and a narrative synthesis without meta-analysis was completed to summarise findings. There is a lack of published data in this area. Three studies were eligible for review: one randomised controlled trial (RCT), one qualitative study and one educational pilot. Two studies were based in the UK and one study was based in China. In total, there were 111 participants and studies were published between 2012 and 2024. Studies universally demonstrated CBL was viewed positively by practicing doctors. Further findings included CBL being associated with perceived increases in confidence, learning and examination results. There were no reported negative aspects of CBL. All three studies had significant methodological flaws limiting the validity and reliability of stated findings. There is a lack of robust data in this field; however, the available evidence supports findings from the undergraduate setting, namely CBL is valued by trainees. Further studies are required to demonstrate whether CBL courses are feasible within speciality training programmes and whether they benefit trainee performance. (© 2025. The Author(s).) |
| Competing Interests: | Declarations. Competing interests: The authors declare no competing interests. |
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| Contributed Indexing: | Keywords: Case-based learning; Medical oncology; Post-graduate; Problem-based learning |
| Entry Date(s): | Date Created: 20250605 Date Completed: 20260828 Latest Revision: 20260904 |
| Update Code: | 20260904 |
| PubMed Central ID: | PMC13524996 |
| DOI: | 10.1007/s13187-025-02651-w |
| PMID: | 40471410 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 1543-0154 |
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| DOI: | 10.1007/s13187-025-02651-w |