What is the role and value of facilitation in case-based learning (CBL) in undergraduate medicine: A scoping review of the literature

The objective was to explore the available literature addressing the benefits of different case-based learning (CBL) facilitation approaches including in-person, online, human or digital and the impact of facilitation styles on student engagement and experience. Four databases were searched for published articles that featured descriptions or evaluations of facilitation and facilitators in CBL in undergraduate medical education. Data were charted and analyzed using descriptive quantitative and qualitative thematic approaches. Nineteen original research papers were identified, which all described in-person facilitation practices. Managing the CBL structure and process, managing CBL groups, prompting and guiding, asking effective questions, and giving feedback themes were described. Clinical expertise in CBL facilitators who could provide answers was valued by students, although this does not align with the overarching CBL aims. Overall, the research on CBL facilitation in undergraduate medical education is limited, descriptive, and requires further attention.