Developing clinical skills in pediatrics using case-based learning: Assessing its impact on undergraduate teaching

Introduction: Learning in health sciences requires constant updating and active methodologies; infrastructure, curriculum, and teacher training influence academic performance. Case-Based Learning (CBL) links theory and practice, fostering critical analysis and decision-making. This study evaluates the relationship between the development of clinical skills using CBL and academic performance in pediatrics, providing key evidence for medical education in Latin America. Methodology: An observational, cross-sectional study was conducted among 117 students in a clinical skills development program with seven simulated pediatric case sessions. The relationship between attendance and academic performance was evaluated. Low, medium, and high attendance groups were compared using the Kruskal-Wallis test, with a p-value less than 0.05 considered statistical significance. Results: A positive correlation was found between the number of attendances to clinical skills (CS) and academic performance: final exam (FE); r = 0.412, p < 0.001 and final grade (FG); r = 0.536, p < 0.001. While the analysis by attendance groups showed significant differences in FE (H = 21.84, p < 0.001) and FG (H = 30.99, p < 0.001), highlighting better performance with greater attendance at sessions CS. Discussion: The findings suggest that greater participation in clinical skills development sessions using ABC is associated with better academic performance. Furthermore, the significant difference between groups reinforces the importance of practical implementation strategies in clinical skills development. These results support the importance of integrating ABC into medical education.