{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T01:58:23Z","timestamp":1790819903155,"version":"4.1.0"},"reference-count":11,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2026,7,8]],"date-time":"2026-07-08T00:00:00Z","timestamp":1783468800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T00:00:00Z","timestamp":1790812800000},"content-version":"vor","delay-in-days":85,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Educ"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Contemporary medical education increasingly incorporates active learning strategies to promote integration between foundational sciences and clinical practice and to support the development of diagnostic reasoning. Case-Based Collaborative Learning (CBCL) combines principles of team-based learning, problem-based learning, and case-based learning through structured preparation and collaborative discussion of clinical cases. In this context, this experience report describes the adaptation and implementation of a CBCL-based educational activity focused on clinical-radiological reasoning in suspected spinal infections within a radiology residency program in Brazil.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Experience description<\/jats:title>\n                    <jats:p>The activity was conducted in a radiology residency program at a public hospital in Curitiba, Paran\u00e1, Brazil, involving 20 residents from different years of training. Participants received preparatory materials covering anatomy, microbiology, pathophysiology, and imaging guidelines from the American College of Radiology before the face-to-face session. The 90-minute CBCL session was conducted in small groups of four participants and organized around clinical cases involving discitis-osteomyelitis, epidural abscess, and differential radiological diagnoses. Each case followed a structured three-step sequence: individual reflection, small-group discussion, and facilitator-led plenary synthesis. Perceived outcomes: The CBCL structure was feasible to implement and was well accepted by participants. Learners demonstrated active participation and high engagement throughout the activity. Immediate feedback suggested perceived contributions to collaborative learning, conceptual integration, and clinical-radiological reasoning. No formal post-intervention knowledge assessment or objective evaluation of educational effectiveness was performed. Most participants reported positive perceptions regarding engagement and collaborative reasoning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>For future educational research that CBCL may represent a feasible and pedagogically promising strategy for radiology residency education. The approach supported active participation and integration between foundational and clinical knowledge within a collaborative learning environment. Future studies using objective educational outcomes and longitudinal evaluation are needed to further investigate its educational impact.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-026-09781-9","type":"journal-article","created":{"date-parts":[[2026,7,8]],"date-time":"2026-07-08T05:23:52Z","timestamp":1783488232000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Implementation of case-based collaborative learning in radiology residency: experience report of an international educational experience adapted to the Brazilian context"],"prefix":"10.1186","volume":"26","author":[{"given":"Steven","family":"Montague","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Aditi","family":"Khokhar","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Brandy","family":"DeWeese","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jeananne","family":"Elkins","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Morkel Jacques","family":"Otto","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ana Amelia Bartolamei","family":"Ramos","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Julia Priscila Ferraz","family":"Pepes","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rosiane Guetter","family":"Mello","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Orlando","family":"Ortiz","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Camila Aparecida Moraes","family":"Marques","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,7,8]]},"reference":[{"key":"9781_CR1","doi-asserted-by":"publisher","unstructured":"Besche HC, King RW, Shafer KM, Fleet SE, Charles JF, Kaplan TB, et al. Effective and engaging active learning in the medical school classroom: lessons from Case-Based Collaborative Learning. J Med Educ Curric Dev. 2025;12. https:\/\/doi.org\/10.1177\/23821205251317149.","DOI":"10.1177\/23821205251317149"},{"key":"9781_CR2","doi-asserted-by":"publisher","unstructured":"Berkowitz AL, Chang BS. Development and implementation of a case-based collaborative learning flipped classroom approach to preclinical neurology education. J Neurol Sci. 2024;123097. https:\/\/doi.org\/10.1016\/j.jns.2024.123097.","DOI":"10.1016\/j.jns.2024.123097"},{"key":"9781_CR3","unstructured":"American College of Radiology. ACR Appropriateness Criteria\u00ae. Available from: https:\/\/www.acr.org\/Clinical-Resources\/ACR-Appropriateness-Criteria. Accessed 11 May 2026."},{"key":"9781_CR4","doi-asserted-by":"publisher","unstructured":"He R, Xie Y, Liu F, Zhao L, Zhang O, Xiang W, et al. Implementing case-based collaborative learning curriculum via webinar in internal medicine residency training: a single-center experience. Med (Baltim). 2023;102(16). https:\/\/doi.org\/10.1097\/MD.0000000000033601.","DOI":"10.1097\/MD.0000000000033601"},{"key":"9781_CR5","doi-asserted-by":"publisher","DOI":"10.1016\/j.acra.2024.03.043","author":"B Leng","year":"2024","unstructured":"Leng B, Mannil M, Patel R, Pawelka F, Seifart H, Sundermann B. Case-Based Collaborative Learning in undergraduate radiology teaching: are essential conditions for group discussions met? Acad Radiol. 2024. https:\/\/doi.org\/10.1016\/j.acra.2024.03.043.","journal-title":"Acad Radiol"},{"issue":"5","key":"9781_CR6","doi-asserted-by":"publisher","first-page":"723","DOI":"10.1097\/ACM.0000000000001004","volume":"91","author":"E Krupat","year":"2016","unstructured":"Krupat E, Richards JB, Sullivan AM, Fleenor TJ, Schwartzstein RM. Assessing the effectiveness of Case-Based Collaborative Learning via randomized controlled trial. Acad Med. 2016;91(5):723\u20139. https:\/\/doi.org\/10.1097\/ACM.0000000000001004.","journal-title":"Acad Med"},{"issue":"5","key":"9781_CR7","doi-asserted-by":"publisher","first-page":"100946","DOI":"10.1016\/j.edumed.2024.100946","volume":"25","author":"RD Carvalho","year":"2024","unstructured":"Carvalho RD, Marques CM, Mendes JO, Fillmann HS, Mello RG. Perception of medical students on the use of Case-Based Collaborative Learning (CBCL) in the human physiology course. Educ Med. 2024;25(5):100946. https:\/\/doi.org\/10.1016\/j.edumed.2024.100946.","journal-title":"Educ Med"},{"issue":"5","key":"9781_CR8","doi-asserted-by":"publisher","first-page":"404","DOI":"10.1016\/j.ijwd.2020.06.002","volume":"6","author":"JT Said","year":"2020","unstructured":"Said JT, Thompson LL, Foord L, Chen ST. Impact of a case-based collaborative learning curriculum on knowledge and learning preferences of dermatology residents. Int J Womens Dermatol. 2020;6(5):404\u20138. https:\/\/doi.org\/10.1016\/j.ijwd.2020.06.002.","journal-title":"Int J Womens Dermatol"},{"issue":"2","key":"9781_CR9","doi-asserted-by":"publisher","first-page":"869","DOI":"10.1007\/s40670-020-00967-4","volume":"30","author":"KR Nayak","year":"2020","unstructured":"Nayak KR, Punja D, Suryavanshi CA, Kamath A. Application of Case-Based Readiness Assurance Process as a model for case-based pedagogy and collaborative learning in physiology. Med Sci Educ. 2020;30(2):869\u201377. https:\/\/doi.org\/10.1007\/s40670-020-00967-4.","journal-title":"Med Sci Educ"},{"issue":"2","key":"9781_CR10","doi-asserted-by":"publisher","first-page":"147","DOI":"10.1080\/0142159X.2017.1266315","volume":"39","author":"DA Cohen","year":"2017","unstructured":"Cohen DA, Newman LR, Fishman LN. Twelve tips on writing a discussion case that facilitates teaching and engages learners. Med Teach. 2017;39(2):147\u201352. https:\/\/doi.org\/10.1080\/0142159X.2017.1266315.","journal-title":"Med Teach"},{"key":"9781_CR11","doi-asserted-by":"publisher","unstructured":"Frankl S, Newman L, Burgin S, Atasoylu A, Fishman L, Gooding H, et al. The Case-Based Collaborative Learning peer observation worksheet and compendium: an evaluation tool for flipped classroom facilitators. 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It did not require approval by a Research Ethics Committee, as it is based on educational practice and did not involve the collection of identifiable data or any intervention beyond routine educational activities. No personal or sensitive data were collected, and participant anonymity was preserved. In accordance with Brazilian regulations (Resolution CNS No. 510\/2016), ethical approval was not required, and the need for informed consent was waived. All procedures were conducted in accordance with relevant ethical standards.","order":1,"name":"Ethics","label":"Ethics approval and consent to participate","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Not applicable.","order":2,"name":"Ethics","label":"Consent for publication","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare no competing interests.","order":3,"name":"Ethics","label":"Competing interests","group":{"name":"EthicsHeading","label":"Declarations"}}],"article-number":"1556"}}