Abstract

Case-based learning (CBL) is a globally recognized pedagogical approach known for
fostering critical thinking, collaborative problem-solving, and active engagement
among learners. Despite its implementation across multiple educational levels and dis
ciplines worldwide, the global research landscape of CBL remains underexplored. To
address this gap, a comprehensive overview is needed to map the evolution of CBL
research, delineate its geographical and institutional hubs, and identify dominant the
matic areas. This study aims to map global research on CBL. We used the Preferred
Reporting Items for Systematic Reviews and Meta-Analyses, bibliometrics, and network
analyses to evaluate 883 articles indexed in the Web of Science Core Collection
between January 2014 and August 2024. Our findings indicate a relevant increase in
annual publications over time. The main author keywords are CBL, medical education,
and problem-based learning. The main Research Areas are Education & Educational
Research, followed by General & Internal Medicine, and Healthcare Sciences &
Services. The United States, China, and Canada are the most productive countries,
while the University of California, the University of Toronto, and Harvard University are
the top organizations contributing to the field. This study provides a general under
standing of the global research landscape on CBL, offering important insights for
future studies and fostering research collaboration between organizations around the
world

For FULL-TEXT: Mapping Case-Based Learning Research from 2014to 2024: a Bibliometric and Network Analysis

Author(s): Fabio Batista Mota, Claúdio Damasceno Pinto, Luiza Amara Maciel
Braga, Renato Matos Lopes

Organization(s): Oswaldo Cruz Foundation, Rio de Janeiro, Brazil;

Source: Cogent Education

Year: 2025