Mapping case-based learning research from 2014 to 2024: a bibliometric and network analysis

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 disciplines 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 thematic 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 understanding of the global research landscape on CBL, offering important insights for future studies and fostering research collaboration between organizations around the world.