evidencegaps
Primary study · included by 1 review

Comparing Case-Based and Lecture-Based Learning Methods in Pharmacology Teaching: Assessing Learning Outcomes, Memory Retention, and Student Satisfaction at the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.

Felemban 2025 · Felemban Razaz Abdulaziz, Khan Muhammad Anwar, Alharbi Nouf Sulaiman · Journal of medical education and curricular development · 2025

Included by

International Benchmarking of Pharmacology Curricula and Prescribing Related Learning Outcomes, Implications for Australian Health Professional Education: A Systematic Review and Meta-Analysis.
Non-Cochrane · intervention · 2026 · cited as Felemban 2025 · Figure 4; Table 2
Outcome this study informsPooled effectEvidenceCertainty
Pharmacology knowledge (final or professional pharmacology exam)
Integrated, case-based, blended, team-based or active pharmacology teaching vs Traditional lecture-based teaching
SMD 0.35 [0.07, 0.64]11 studies · 4140 participantsGRADE not reported
Student satisfaction (Likert scale)
Integrated, case-based, blended, team-based or active pharmacology teaching vs Traditional lecture-based teaching
OR 1.53 [1.16, 2.02]8 studiesGRADE not reported

1 including review in total.