Comparison of case-based learning versus lecture-based learning in undergraduate medical education: A systematic review and meta-analysis

Background: Case-based learning (CBL) and lecture-based learning (LBL) are two well-established instructional approaches in education. CBL emphasizes active participation, critical thinking, and problem-solving skills, while LBL relies primarily on lectures for knowledge transfer. The effectiveness of these methods has been a subject of ongoing research and discussion due to their respective strengths and limitations. Understanding the advantages and drawbacks of CBL and LBL is crucial in determining the most suitable approach for specific educational contexts and desired learning outcomes.
Aim: This study aims to conduct a systematic review and meta-analysis to assess the effectiveness of case-based learning compared to traditional lecture-based learning in medical education.
Methods: A comprehensive search was conducted using various databases, including PubMed, Google Scholar, African Journals OnLine, Scopus, Web of Science, Embase, and Wiley Online Library. The screening and selection process adhered to predetermined eligibility criteria using RAYYAN software. A mean difference metaanalysis was performed employing random-effects models and the DerSimonian Laird method to generate forest plots, evaluate heterogeneity, and assess publication bias.
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed, and the analysis was performed using STATA Version 18 software.
Results: Seventeen studies meeting the inclusion criteria were analyzed, involving a total of 1,937 participants. Among them, 977 medical students were assigned to the case-based learning group, while 960 medical students were assigned to the lecture based learning group. The meta-analysis showed a pooled mean difference of 0.84 (95% CI: 0.54, 1.13), favoring the effectiveness of case-based learning over traditional lecture-based learning in medical education with significant heterogeneity (I2 > 89.05%, P < 0.001 and the H2 = 9.13) and no evidence of publication bias (Egger 0.1323 and Begg's P= 0.638).
Conclusions: Our findings suggest that case-based learning is a more effective instructional method than lecture-based learning for medical students, leading to improved performance and case analysis abilities.