Peer feedback as a medium to facilitate reflective practice among pharmacy students in a case-based learning environment

Mishra, Supriya D.; Rojewski, Jay W.; Rebitch, Catherine B.

doi:10.1016/j.cptl.2022.09.029

Cited by 3 publications

(1 citation statement)

References 73 publications

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“…Case-based learning is widely acknowledged as being beneficial in allowing undergraduate medical students to apply their knowledge to real-world clinical settings and hence build critical thinking abilities [14][15][16]. Case-based learning is more structured and led, with a more defined methodology and specified learning objectives [6,15,17,18]. The majority of authors have discovered that case-based learning improves logical thinking and long-term memorization, both of which help students do better on tests [19][20][21].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of case-based learning in medical and pharmacy education: A meta-analysis

Tsekhmister

2023

ELECTRON J GEN MED

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Case-based learning has drawn a lot of attention in medical education because it is a student-centered teaching model that exposes students to real-world situations that they must answer using their reasoning abilities and prior theoretical knowledge. The purpose of this meta-analysis is to see how successful case-based learning is in medical and pharmacy education. For that purpose, the PubMed and Medline databases were searched for related research through April 2023, and the qualifying papers were chosen using a thorough selection procedure based on PRISMA technique. 21 randomized controlled trials comparing case-based learning to other teaching methodologies used to educate medical and pharmacy students were found as a result of the current search. The highest percentage of selected studies has been conducted in USA (33%) followed by China (24%). The comprehensive analysis of each parameter from chosen studies revealed a high level of heterogeneity (I<sup>2</sup>=93%, p<0.00001). Between case-based learning and traditional learning, random effects models revealed a significant difference in academic performance. Case-based learning, when compared to other techniques, can increase medical and pharmacy undergraduate students’ academic performance as well as their capacity to analyze cases. It can be concluded that case-based learning is an active teaching method.

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