@article{10.11648/j.ajcem.20261402.11,
  author = {Minxuan Jia and Ziyan Cao and Tingting Sun and Peng Wu},
  title = {Case-based Learning in Clinical Teaching Between China and Western Countries: A Systematic Review and 
Meta-analysis},
  journal = {American Journal of Clinical and Experimental Medicine},
  volume = {14},
  number = {2},
  pages = {20-33},
  doi = {10.11648/j.ajcem.20261402.11},
  url = {https://doi.org/10.11648/j.ajcem.20261402.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajcem.20261402.11},
  abstract = {Background: Case-based learning (CBL) has been widely adopted in clinical medical education across both Chinese and Western contexts. However, systematic and critical comparisons of CBL with lecture-based learning (LBL) and other emerging pedagogical approaches remain limited, particularly given the cultural differences between these regions. Thus, this study aimed to investigate variations in the effectiveness of CBL implementation in clinical medical education across different cultural contexts through a systematic review. Methods: The search period spanned from the inception of each database to December 2024, covering PubMed, Embase, Web of Science, CNKI, VIP, and Wanfang databases. This study incorporated CBL teaching effectiveness data from medical students and clinical education research subjects in Chinese and Western countries, with comparative analyses conducted against LBL and other innovative pedagogical approaches. The primary outcome measures included objective theoretical assessment scores and clinical practice skill evaluations, while secondary outcome measures consisted of learner satisfaction ratings obtained through standardized questionnaires. The meta-analysis was conducted in accordance with the Cochrane Handbook for Systematic Reviews of Interventions (version 6.3) and adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Results: Following systematic screening, 14 eligible studies involving 1,696 participants were ultimately included. The analysis revealed that compared to LBL, CBL demonstrated a statistically significant improvement in both theoretical assessment scores (SMD = 0.30, 95% CI [-0.09, 0.70]) and clinical practice performance (P Conclusions: CBL demonstrated positive effects in both Chinese and Western educational systems, as evidenced by the improved objective academic performance and increased learner satisfaction. Moreover, CBL exhibited marked consistency in its implementation outcomes across clinical education systems in different countries. Overall, it can be regarded as an effective approach for enhancing students' objective assessment scores and learning engagement.},
 year = {2026}
}

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TY  - JOUR
T1  - Case-based Learning in Clinical Teaching Between China and Western Countries: A Systematic Review and 
Meta-analysis
AU  - Minxuan Jia
AU  - Ziyan Cao
AU  - Tingting Sun
AU  - Peng Wu
Y1  - 2026/04/21
PY  - 2026
N1  - https://doi.org/10.11648/j.ajcem.20261402.11
DO  - 10.11648/j.ajcem.20261402.11
T2  - American Journal of Clinical and Experimental Medicine
JF  - American Journal of Clinical and Experimental Medicine
JO  - American Journal of Clinical and Experimental Medicine
SP  - 20
EP  - 33
PB  - Science Publishing Group
SN  - 2330-8133
UR  - https://doi.org/10.11648/j.ajcem.20261402.11
AB  - Background: Case-based learning (CBL) has been widely adopted in clinical medical education across both Chinese and Western contexts. However, systematic and critical comparisons of CBL with lecture-based learning (LBL) and other emerging pedagogical approaches remain limited, particularly given the cultural differences between these regions. Thus, this study aimed to investigate variations in the effectiveness of CBL implementation in clinical medical education across different cultural contexts through a systematic review. Methods: The search period spanned from the inception of each database to December 2024, covering PubMed, Embase, Web of Science, CNKI, VIP, and Wanfang databases. This study incorporated CBL teaching effectiveness data from medical students and clinical education research subjects in Chinese and Western countries, with comparative analyses conducted against LBL and other innovative pedagogical approaches. The primary outcome measures included objective theoretical assessment scores and clinical practice skill evaluations, while secondary outcome measures consisted of learner satisfaction ratings obtained through standardized questionnaires. The meta-analysis was conducted in accordance with the Cochrane Handbook for Systematic Reviews of Interventions (version 6.3) and adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Results: Following systematic screening, 14 eligible studies involving 1,696 participants were ultimately included. The analysis revealed that compared to LBL, CBL demonstrated a statistically significant improvement in both theoretical assessment scores (SMD = 0.30, 95% CI [-0.09, 0.70]) and clinical practice performance (P Conclusions: CBL demonstrated positive effects in both Chinese and Western educational systems, as evidenced by the improved objective academic performance and increased learner satisfaction. Moreover, CBL exhibited marked consistency in its implementation outcomes across clinical education systems in different countries. Overall, it can be regarded as an effective approach for enhancing students' objective assessment scores and learning engagement.
VL  - 14
IS  - 2
ER  - 

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