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Background <p>Case-based learning (CBL), an innovative teaching approach distinct from traditional methodologies, has gained increasing popularity in pharmacy education. This study aims to conduct a systematic investigation into the effectiveness of CBL, offering evidence-based insights to inform future research and instructional practices in pharmacy education.</p> Methods <p>A comprehensive search of related literature published prior to June 2023 was performed across seven databases, including China National Knowledge Infrastructure (CNKI), Wanfang Database, VIP China Science and Technology Journal, PubMed, Cochrane Library, Embase, and Medline. Following predefined inclusion and exclusion criteria, eligible studies underwent rigorous screening. The Cochrane Risk of Bias Assessment Tool was utilized to assess methodological quality, with RevMan 5.4.1 employed for systematic review and meta-analysis.</p> Results <p>An initial retrieval yielded 2,267 studies, of which 11 studies involving 1,339 pharmacy students met the final inclusion criteria. Based on the studies included, the CBL group demonstrated significantly higher exam scores compared to the lecture-based learning (LBL) group (standardized mean difference [SMD] = 0.58, 95% confidence interval [CI] [0.39, 0.77], <i>P</i> &lt; 0.05). In addition, CBL led to substantial enhancements in communication/collaboration skills (risk ratio [RR] = 2.49, 95% CI [1.17, 5.27], <i>P</i> &lt; 0.05), problem-solving abilities (RR = 2.19, 95% CI [1.26, 3.80], <i>P</i> &lt; 0.05), and clinical practice skills (RR = 2.39, 95% CI [1.46, 3.92], <i>P</i> &lt; 0.05). Moreover, students reported higher satisfaction with CBL-based instruction compared to LBL (RR = 1.63, 95% CI [1.22, 2.18], <i>P</i> &lt; 0.05).</p> Conclusions <p>CBL effectively enhances pharmacy students’ exam performance, communication and team collaboration skills, problem-solving abilities, clinical practice skills, and instructional satisfaction.</p> Trial registration <p>International Prospective Register of Systematic Reviews (PROSPERO), CRD 42,024,537,606.</p>

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The effectiveness of case-based learning compared with lecture-based learning in pharmacy education: a systematic review and meta-analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月2日

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  • Min Chen,
  • Xinyao Li,
  • Qingming Liu,
  • Jing Zhou,
  • Xiaofang Fan,
  • Yantao Liu,
  • Yunzhu Lin,
  • Jiaqi Ni

摘要

Background

Case-based learning (CBL), an innovative teaching approach distinct from traditional methodologies, has gained increasing popularity in pharmacy education. This study aims to conduct a systematic investigation into the effectiveness of CBL, offering evidence-based insights to inform future research and instructional practices in pharmacy education.

Methods

A comprehensive search of related literature published prior to June 2023 was performed across seven databases, including China National Knowledge Infrastructure (CNKI), Wanfang Database, VIP China Science and Technology Journal, PubMed, Cochrane Library, Embase, and Medline. Following predefined inclusion and exclusion criteria, eligible studies underwent rigorous screening. The Cochrane Risk of Bias Assessment Tool was utilized to assess methodological quality, with RevMan 5.4.1 employed for systematic review and meta-analysis.

Results

An initial retrieval yielded 2,267 studies, of which 11 studies involving 1,339 pharmacy students met the final inclusion criteria. Based on the studies included, the CBL group demonstrated significantly higher exam scores compared to the lecture-based learning (LBL) group (standardized mean difference [SMD] = 0.58, 95% confidence interval [CI] [0.39, 0.77], P < 0.05). In addition, CBL led to substantial enhancements in communication/collaboration skills (risk ratio [RR] = 2.49, 95% CI [1.17, 5.27], P < 0.05), problem-solving abilities (RR = 2.19, 95% CI [1.26, 3.80], P < 0.05), and clinical practice skills (RR = 2.39, 95% CI [1.46, 3.92], P < 0.05). Moreover, students reported higher satisfaction with CBL-based instruction compared to LBL (RR = 1.63, 95% CI [1.22, 2.18], P < 0.05).

Conclusions

CBL effectively enhances pharmacy students’ exam performance, communication and team collaboration skills, problem-solving abilities, clinical practice skills, and instructional satisfaction.

Trial registration

International Prospective Register of Systematic Reviews (PROSPERO), CRD 42,024,537,606.