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Evaluating the Efficacy of Case-Based Learning for Medical Oncology Trainees: A Systematic Review.

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Τίτλος: Evaluating the Efficacy of Case-Based Learning for Medical Oncology Trainees: A Systematic Review.
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.
References: BMC Med Educ. 2022 Feb 7;22(1):81. (PMID: 35125094)
J Hosp Med. 2006 Nov;1(6):339-43. (PMID: 17219526)
Clin Oncol (R Coll Radiol). 2012 Dec;24(10):649-53. (PMID: 22892380)
Clin Anat. 2023 Jan;36(1):151-160. (PMID: 36349397)
Scand J Work Environ Health. 2003 Aug;29(4):280-7. (PMID: 12934721)
BMC Med Educ. 2022 Feb 17;22(1):104. (PMID: 35177063)
Int J Med Educ. 2019 Sep 27;10:180-190. (PMID: 31562805)
Medicine (Baltimore). 2023 Mar 17;102(11):e33102. (PMID: 36930092)
Pediatr Blood Cancer. 2021 Apr;68(4):e28895. (PMID: 33484062)
Cancers (Basel). 2021 Aug 26;13(17):. (PMID: 34503122)
Adv Physiol Educ. 2013 Dec;37(4):356-60. (PMID: 24292913)
Phys Ther. 2009 Sep;89(9):873-80. (PMID: 19723669)
Med Teach. 2019 Oct;41(10):1124-1128. (PMID: 31215320)
BMC Med Educ. 2022 Jun 27;22(1):502. (PMID: 35761247)
Am J Pharm Educ. 2008 Apr 15;72(2):29. (PMID: 18483597)
BMC Med Educ. 2020 Oct 22;20(1):381. (PMID: 33092583)
Am J Prev Med. 2009 May;36(5):452-7. (PMID: 19362699)
BMJ. 2002 Jan 19;324(7330):153-6. (PMID: 11799034)
Med Teach. 2012;34(6):e421-44. (PMID: 22578051)
J Pain Res. 2021 Aug 28;14:2665-2675. (PMID: 34483686)
BMC Health Serv Res. 2020 Dec 4;20(1):1124. (PMID: 33276789)
J Dent Educ. 2014 Nov;78(11):1521-7. (PMID: 25362693)
Future Healthc J. 2024 Feb 28;11(1):100017. (PMID: 38646046)
Acad Med. 2000 Dec;75(12):1167-72. (PMID: 11112712)
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
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  Data: Evaluating the Efficacy of Case-Based Learning for Medical Oncology Trainees: A Systematic Review.
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  Data: <searchLink fieldCode="AU" term="%22Vundum+J%22">Vundum J</searchLink>; Department of Medical Oncology, Calvary Mater Newcastle, Newcastle, NSW, Australia.; School of Medicine and Public Health, University of Newcastle, Newcastle, NSW, Australia.<br /><searchLink fieldCode="AU" term="%22Day+F%22">Day F</searchLink>; 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.
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  Data: <searchLink fieldCode="JN" term="%228610343%22">Journal of cancer education : the official journal of the American Association for Cancer Education</searchLink> [J Cancer Educ] 2026 Aug; Vol. 41 (4), pp. 637-645. <i>Date of Electronic Publication: </i>2025 Jun 05.
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  Data: <i>Publisher: </i><searchLink fieldCode="PB" term="%22Springer%22">Springer </searchLink><i>Country of Publication: </i>England <i>NLM ID: </i>8610343 <i>Publication Model: </i>Print-Electronic <i>Cited Medium: </i>Internet <i>ISSN: </i>1543-0154 (Electronic) <i>Linking ISSN: </i><searchLink fieldCode="IS" term="%2208858195%22">08858195 </searchLink><i>NLM ISO Abbreviation: </i>J Cancer Educ <i>Subsets: </i>MEDLINE
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  Data: <searchLink fieldCode="MM" term="%22Problem-Based+Learning%22">Problem-Based Learning*</searchLink>/<searchLink fieldCode="MM" term="%22Problem-Based+Learning+methods%22">methods</searchLink> <br /><searchLink fieldCode="MM" term="%22Medical+Oncology%22">Medical Oncology*</searchLink>/<searchLink fieldCode="MM" term="%22Medical+Oncology+education%22">education</searchLink> <br /><searchLink fieldCode="MM" term="%22Education%2C+Medical%2C+Undergraduate%22">Education, Medical, Undergraduate*</searchLink>/<searchLink fieldCode="MM" term="%22Education%2C+Medical%2C+Undergraduate+methods%22">methods</searchLink> <br /><searchLink fieldCode="MM" term="%22Students%2C+Medical%22">Students, Medical*</searchLink>/<searchLink fieldCode="MM" term="%22Students%2C+Medical+psychology%22">psychology</searchLink> <br /><searchLink fieldCode="MM" term="%22Clinical+Competence%22">Clinical Competence*</searchLink><br /><searchLink fieldCode="MH" term="%22Humans%22">Humans</searchLink>
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  Data: 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.<br /> (© 2025. The Author(s).)
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  Data: Declarations. Competing interests: The authors declare no competing interests.
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  Data: BMC Med Educ. 2022 Feb 7;22(1):81. (PMID: <searchLink fieldCode="PM" term="%2235125094%22">35125094)</searchLink><br />J Hosp Med. 2006 Nov;1(6):339-43. (PMID: <searchLink fieldCode="PM" term="%2217219526%22">17219526)</searchLink><br />Clin Oncol (R Coll Radiol). 2012 Dec;24(10):649-53. (PMID: <searchLink fieldCode="PM" term="%2222892380%22">22892380)</searchLink><br />Clin Anat. 2023 Jan;36(1):151-160. (PMID: <searchLink fieldCode="PM" term="%2236349397%22">36349397)</searchLink><br />Scand J Work Environ Health. 2003 Aug;29(4):280-7. (PMID: <searchLink fieldCode="PM" term="%2212934721%22">12934721)</searchLink><br />BMC Med Educ. 2022 Feb 17;22(1):104. (PMID: <searchLink fieldCode="PM" term="%2235177063%22">35177063)</searchLink><br />Int J Med Educ. 2019 Sep 27;10:180-190. (PMID: <searchLink fieldCode="PM" term="%2231562805%22">31562805)</searchLink><br />Medicine (Baltimore). 2023 Mar 17;102(11):e33102. (PMID: <searchLink fieldCode="PM" term="%2236930092%22">36930092)</searchLink><br />Pediatr Blood Cancer. 2021 Apr;68(4):e28895. (PMID: <searchLink fieldCode="PM" term="%2233484062%22">33484062)</searchLink><br />Cancers (Basel). 2021 Aug 26;13(17):. (PMID: <searchLink fieldCode="PM" term="%2234503122%22">34503122)</searchLink><br />Adv Physiol Educ. 2013 Dec;37(4):356-60. (PMID: <searchLink fieldCode="PM" term="%2224292913%22">24292913)</searchLink><br />Phys Ther. 2009 Sep;89(9):873-80. (PMID: <searchLink fieldCode="PM" term="%2219723669%22">19723669)</searchLink><br />Med Teach. 2019 Oct;41(10):1124-1128. (PMID: <searchLink fieldCode="PM" term="%2231215320%22">31215320)</searchLink><br />BMC Med Educ. 2022 Jun 27;22(1):502. (PMID: <searchLink fieldCode="PM" term="%2235761247%22">35761247)</searchLink><br />Am J Pharm Educ. 2008 Apr 15;72(2):29. (PMID: <searchLink fieldCode="PM" term="%2218483597%22">18483597)</searchLink><br />BMC Med Educ. 2020 Oct 22;20(1):381. (PMID: <searchLink fieldCode="PM" term="%2233092583%22">33092583)</searchLink><br />Am J Prev Med. 2009 May;36(5):452-7. (PMID: <searchLink fieldCode="PM" term="%2219362699%22">19362699)</searchLink><br />BMJ. 2002 Jan 19;324(7330):153-6. (PMID: <searchLink fieldCode="PM" term="%2211799034%22">11799034)</searchLink><br />Med Teach. 2012;34(6):e421-44. (PMID: <searchLink fieldCode="PM" term="%2222578051%22">22578051)</searchLink><br />J Pain Res. 2021 Aug 28;14:2665-2675. (PMID: <searchLink fieldCode="PM" term="%2234483686%22">34483686)</searchLink><br />BMC Health Serv Res. 2020 Dec 4;20(1):1124. (PMID: <searchLink fieldCode="PM" term="%2233276789%22">33276789)</searchLink><br />J Dent Educ. 2014 Nov;78(11):1521-7. (PMID: <searchLink fieldCode="PM" term="%2225362693%22">25362693)</searchLink><br />Future Healthc J. 2024 Feb 28;11(1):100017. (PMID: <searchLink fieldCode="PM" term="%2238646046%22">38646046)</searchLink><br />Acad Med. 2000 Dec;75(12):1167-72. (PMID: <searchLink fieldCode="PM" term="%2211112712%22">11112712)</searchLink>
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