Protocol for a realist review of case-based learning in undergraduate medical education

Case-based learning has become increasingly adopted as a pedagogical approach in health professions education. The successful implementation of case-based learning programmes can be impacted by factors including resources, organisational attitudes and cultural dynamics. This protocol outlines a meth...

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Main Authors: Ronan Daly, Muirne Spooner, Gozie Offiah, Karen Flood, Jan Illing
Format: Article
Language:English
Published: Elsevier 2024-12-01
Series:International Journal of Educational Research Open
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Online Access:http://www.sciencedirect.com/science/article/pii/S2666374024000487
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author Ronan Daly
Muirne Spooner
Gozie Offiah
Karen Flood
Jan Illing
author_facet Ronan Daly
Muirne Spooner
Gozie Offiah
Karen Flood
Jan Illing
author_sort Ronan Daly
collection DOAJ
description Case-based learning has become increasingly adopted as a pedagogical approach in health professions education. The successful implementation of case-based learning programmes can be impacted by factors including resources, organisational attitudes and cultural dynamics. This protocol outlines a methodology for a realist review which aims to elucidate the mechanisms and contexts that influence the implementation of a case-based learning programme in health professions education. This study aims to understand the underlying causal mechanisms and contextual factors which can lead to the success or failure of case-based learning programmes. This review will involve a systematic literature review on case-based learning in health professions education, under a realist synthesis framework. A realist synthesis was chosen as the approach as it is suited to the review of such complex interventions, such as the implementation and delivery of a case-based learning programme. Through an iterative literature search and analysis, relevant literature will be explored in order to develop an understanding of the contextual elements and mechanisms which may affect the success of a case-based learning programme. This review will employ thematic analysis to synthesize findings across studies, iteratively refining a programme theory explaining how case-based learning programmes work, for whom, and in what contexts. This realist review protocol provides a systematic and rigorous approach to examining the complexities of case-based learning and the outcomes produced by its underlying mechanisms and contexts. This review aims to offer valuable insights for educators, curriculum developers, and policymakers to optimize the implementation of case-based learning interventions in medical education.
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spelling doaj-art-e875a9d0ec24452ab3aa91d397d1e65d2024-11-20T05:08:27ZengElsevierInternational Journal of Educational Research Open2666-37402024-12-017100366Protocol for a realist review of case-based learning in undergraduate medical educationRonan Daly0Muirne Spooner1Gozie Offiah2Karen Flood3Jan Illing4Department of Obstetrics & Gynaecology, Royal College of Surgeons Ireland, Dublin, 2, Ireland; Corresponding author at: Department of Obstetrics & Gynaecology, Royal College of Surgeons Ireland, Dublin, 2, Ireland.Department of Medicine, Royal College of Surgeons Ireland, Dublin, 2, IrelandDepartment of Obstetrics & Gynaecology, Royal College of Surgeons Ireland, Dublin, 2, Ireland; Department of Medicine, Royal College of Surgeons Ireland, Dublin, 2, Ireland; Department of Surgery, Royal College of Surgeons Ireland, Dublin 2, Ireland; Health Professions Education Centre, Royal College of Surgeons Ireland, Dublin, 2, IrelandDepartment of Obstetrics & Gynaecology, Royal College of Surgeons Ireland, Dublin, 2, IrelandHealth Professions Education Centre, Royal College of Surgeons Ireland, Dublin, 2, IrelandCase-based learning has become increasingly adopted as a pedagogical approach in health professions education. The successful implementation of case-based learning programmes can be impacted by factors including resources, organisational attitudes and cultural dynamics. This protocol outlines a methodology for a realist review which aims to elucidate the mechanisms and contexts that influence the implementation of a case-based learning programme in health professions education. This study aims to understand the underlying causal mechanisms and contextual factors which can lead to the success or failure of case-based learning programmes. This review will involve a systematic literature review on case-based learning in health professions education, under a realist synthesis framework. A realist synthesis was chosen as the approach as it is suited to the review of such complex interventions, such as the implementation and delivery of a case-based learning programme. Through an iterative literature search and analysis, relevant literature will be explored in order to develop an understanding of the contextual elements and mechanisms which may affect the success of a case-based learning programme. This review will employ thematic analysis to synthesize findings across studies, iteratively refining a programme theory explaining how case-based learning programmes work, for whom, and in what contexts. This realist review protocol provides a systematic and rigorous approach to examining the complexities of case-based learning and the outcomes produced by its underlying mechanisms and contexts. This review aims to offer valuable insights for educators, curriculum developers, and policymakers to optimize the implementation of case-based learning interventions in medical education.http://www.sciencedirect.com/science/article/pii/S2666374024000487Case based learningMedical educationRealist synthesis
spellingShingle Ronan Daly
Muirne Spooner
Gozie Offiah
Karen Flood
Jan Illing
Protocol for a realist review of case-based learning in undergraduate medical education
International Journal of Educational Research Open
Case based learning
Medical education
Realist synthesis
title Protocol for a realist review of case-based learning in undergraduate medical education
title_full Protocol for a realist review of case-based learning in undergraduate medical education
title_fullStr Protocol for a realist review of case-based learning in undergraduate medical education
title_full_unstemmed Protocol for a realist review of case-based learning in undergraduate medical education
title_short Protocol for a realist review of case-based learning in undergraduate medical education
title_sort protocol for a realist review of case based learning in undergraduate medical education
topic Case based learning
Medical education
Realist synthesis
url http://www.sciencedirect.com/science/article/pii/S2666374024000487
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AT karenflood protocolforarealistreviewofcasebasedlearninginundergraduatemedicaleducation
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