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Updated: May 7, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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The Relationship Between Engagement Time in Case-based Learning and Performance on Preclinical Medical Education

Ashley M Tuin1, Thomas Schechter1, Cassie A H Eno1

  • 1Creighton University School of Medicine, Omaha, NE USA.

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|January 6, 2025
PubMed
Summary

This study explored how time spent on case-based learning (CBL) impacts medical student performance in team-based learning (TBL) and exams. While CBL showed positive links to IRAT and exam scores, the time invested in CBL did not directly correlate with these outcomes.

Keywords:
Active learningAssessmentCase-based learningMedical educationTeam-based learning

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Case-based learning (CBL) and team-based learning (TBL) are popular active learning strategies in medical education.
  • Our institution employs a blended learning model, using CBL as preparation for TBL in preclinical medical curricula.

Purpose of the Study:

  • To investigate the correlation between time dedicated to CBL activities and student performance in subsequent assessments.
  • To analyze the relationship between CBL engagement and performance on the Immediate Recall Assessment of Teamwork (IRAT) and Traditional Written Assessment (TRAT) within TBL, as well as overall exam scores.

Main Methods:

  • Medical students' time spent on pre-TBL CBL assignments was recorded.
  • Student performance was evaluated through IRAT, TRAT, and final exam scores.
  • Statistical analyses were performed to determine the relationship between CBL time and assessment outcomes.

Main Results:

  • A positive association was observed between performance on the IRAT and overall exam scores.
  • No significant relationship was found between the amount of time students spent on CBL and their IRAT or exam performance.
  • TBL performance metrics (IRAT and TRAT) did not show a direct correlation with CBL completion time.

Conclusions:

  • The findings suggest that while CBL may contribute to better performance in certain TBL components and exams, the duration of engagement with CBL does not appear to be a critical factor.
  • Further research is needed to understand the optimal structure and integration of CBL within TBL to maximize learning outcomes in medical education.
  • Educational strategies should focus on the quality and effectiveness of CBL content rather than solely on the time allocated for its completion.