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Updated: Jul 18, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions.

Malathi Srinivasan¹, Michael Wilkes, Frazier Stevenson

¹School of Medicine, University of California, Davis, Sacramento, CA 95817, USA. malathi@ucdavis.edu

Academic Medicine : Journal of the Association of American Medical Colleges

|January 2, 2007

Summary

Medical schools overwhelmingly preferred Case-based learning (CBL) over Problem-based learning (PBL). CBL offers a more structured and efficient approach for medical education, benefiting both students and faculty.

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Last Updated: Jul 18, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Medical Education
Curriculum Development

Background:

Problem-based learning (PBL) is widely adopted in medical schools to foster lifelong learning and critical thinking.
PBL has not been extensively compared with other small-group discussion formats.
Case-based learning (CBL) provides a more structured approach to guided inquiry in small groups.

Purpose of the Study:

To compare faculty and medical students' perceptions of traditional PBL versus CBL.
To evaluate the effectiveness of a curricular shift from PBL to CBL at two institutions.

Main Methods:

A comparative study was conducted over three years at UCLA and UCD, transitioning Doctoring courses from PBL to CBL.
A 24-item questionnaire assessed student and faculty perceptions of both PBL and CBL formats and their perceived advantages.

Main Results:

A high response rate from 286 students and 31 faculty was achieved.
Case-based learning (CBL) was overwhelmingly preferred by 89% of students and 84% of faculty.
Students preferred CBL due to reduced unfocused tangents, less busy-work, and increased clinical skills application opportunities.

Conclusions:

Learners and faculty strongly favored CBL (guided inquiry) over PBL (open inquiry) at two major academic medical centers.
CBL presents a viable alternative to traditional PBL for efficient medical education within dense curricula.
The study did not assess which method results in superior practicing physicians.