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Application of case-based learning in psychology teaching: a meta-analysis
Fanghui Wu1, Tao Wang2, Danxu Yin1
1Department of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.
Case-based learning (CBL) significantly improves psychology students' academic performance compared to traditional lectures. This meta-analysis confirms CBL enhances learning and engagement, though its application in psychology education is still developing.
Area of Science:
- Educational Psychology
- Pedagogical Research
Background:
- Limited evidence exists on Case-based learning (CBL) effectiveness in psychology education.
- This study assesses CBL's impact on academic performance versus traditional methods.
Approach:
- A systematic review and meta-analysis of randomized controlled trials were conducted.
- Searched multiple databases including PubMed, Embase, and Web of Science.
- Pooled effect estimates using Hedges' g under a random effects model.
Key Points:
- Fifteen studies (2172 participants) showed CBL students scored higher than lecture-based students (Hedges' g = 0.68).
- High heterogeneity was noted, but publication bias did not significantly affect results.
- Qualitative review indicated student satisfaction with the CBL teaching mode.
Conclusions:
- Case-based learning (CBL) pedagogy is effective in psychology education, boosting academic scores and engagement.
- CBL application in psychology is nascent, facing curriculum, methodology, and implementation challenges.
- Further research is needed to fully leverage CBL's strengths in psychology teaching.
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