ReviewAdvances in medical education and practice2026
Application Status and Intelligent Development Prospects of Case-Based Learning in Standardized Training for Obstetric Residents: A Narrative Review.
Review in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Case-based learning (CBL) is a student-centered educational approach that uses authentic clinical cases to promote competency development. Compared with traditional lecture-based learning, CBL has been increasingly adopted in residency training because of its potential to strengthen clinical reasoning, decision-making, self-directed learning, and multidisciplinary collaboration, all of which are essential in obstetrics. This narrative review summarizes the current evidence on the application of CBL in obstetrics residency training. A structured literature search was conducted in PubMed, Scopus, and EBSCO (from database inception to June 20, 2026) using the terms case-based learning, obstetrics, gynecology, and residency training. Relevant studies addressing the implementation and educational outcomes of CBL were reviewed to examine its educational value, implementation challenges, and future development. Current evidence indicates that CBL can improve learner engagement, clinical reasoning, practical skills, and collaborative competencies. However, its effectiveness depends on multiple factors, including faculty expertise, case quality, institutional resources, learner readiness, and assessment strategies. In addition, most published studies focus on short-term educational outcomes, whereas evidence regarding long-term clinical competence, patient-related outcomes, and cost-effectiveness remains limited. Emerging educational approaches, including blended learning, simulation-based education, and artificial intelligence, may further support CBL implementation by facilitating personalized learning and continuous assessment. Nevertheless, evidence supporting these technologies in obstetrics residency education remains limited, and further multicenter studies are needed to evaluate their educational effectiveness, feasibility, and long-term impact. Overall, CBL represents a promising educational strategy for obstetrics residency training, while continued curriculum development and high-quality evidence are needed to support its broader implementation.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.