What is the role and value of facilitation within sessions of Case-based Learning (CBL) in undergraduate medicine: Protocol for a scoping review of the literature

BackgroundCBL involves students working within groups to solve clinical and non-clinical cases which enables the development of communication and team-working skills and promotes a deeper understanding of relevant clinical knowledge. CBL sessions are traditionally supported by an in-person facilitator in face to face settings. The recent COVID-19 pandemic has necessitated moves to online learning in many areas, one of which is CBL, providing good reason to consider the role of the facilitator in CBL and digital opportunities to augment facilitation. AimsTo understand the role of facilitation within CBL teaching (in face to face and online settings) and the impact that different approaches to facilitation can have on outcomes including student experience and engagement. MethodsA scoping review will be conducted of four main academic and medical databases: MedLine, Scopus, Excerpta Medica Database (EMBASE) and Education Research Complete (ERC) using a search strategy built around Undergraduate medical students (Population), Approaches to facilitation (Concept) and Case-based learning (Context). Articles will be selected according to pre-determined inclusion and exclusion criteria, with scope for the selection criteria to further develop. Charting from included full text articles will encompass research approach, approach to facilitation and findings about facilitation. A constructivist conceptual framework will be used to guide the synthesis. ConclusionsOverall, it is hoped that this review will be able to inform the role of facilitation within CBL sessions and the potential impact that this has on attainment, engagement and satisfaction of students, as well as their development of skills such as: teamworking, communication and problem solving.