Advances and Prospects of Case-Based Learning in Clinical Dermatovenereology Education

Abstract

Dermatovenereology, a cornerstone discipline in clinical medical education, faces significant challenges under traditional lecture-based teaching. These challenges stem from its dynamically evolving knowledge base, heterogeneous disease presentations, and multidimensional clinical reasoning. Case-Based Learning (CBL) has emerged as a pivotal reform strategy, leveraging its strengths in activating intrinsic motivation, cultivating higher-order clinical thinking, and fostering teamwork. This review synthesizes theoretical frameworks, implementation strategies, and outcomes of CBL in dermatovenereology curricula. Grounded in educational taxonomy and situated cognition theory, CBL utilizes authentic clinical scenarios with problem-chain frameworks to integrate three core training dimensions: case deconstruction, differential analysis, and decision-making. Key elements include structured controversial case discussions, multidisciplinary team simulations, and clinical-research translation mechanisms. Evidence indicates that CBL significantly enhances learners' competencies in lesion interpretation, diagnostic accuracy, evidence-based decision-making, collaborative skills, and professionalism in medicine. Sustainable implementation requires addressing challenges in pedagogical systematization, faculty development, adaptive learning models, and technology integration, in order to build a resilient system for cultivating dermatology professionals.