Case based learning (CBL) is a practical approach to learning where in students develop problem solving skills by being exposed to ‘problems’ or ‘cases’ that are replicas of actual scenarios that they may face at work. It is based on the principles of situated learning theory(Lave & Wenger, 1991) which postulates that learning happens best when it takes place in the context that it is going to be applied to. Learners attempt to work their way through scenarios which are presented like a story. This technique is extremely successful in helping learners gain a comprehensive understanding of the concept at hand, because CBL is often non-linear and cases have a multiplicity of factors and constraints. Learners must apply their subject knowledge and critical thinking to assess these and resolve a complex problem. Learners are thus better able to appreciate the interplay of cause and effect relationships as well as the various factors affecting a typical case.

There is not a set definition for case based leaning. An excellent definition has been proposed by Thistlewaite et al in a review article. In their 2012 paper, a CBL definition is “The goal of CBL is to prepare students for clinical practice, through the use of authentic clinical cases. It links theory to practice, through the application of knowledge to the cases, using inquiry-based learning methods”.

Whereas professions such as veterinary science, medicine, dentistry, nursing, and others have experience in evaluating their use of case based leaning, prehospital education does not seem to produce any evaluation of CBL use within this field. Problem based learning (PBL) is considered the founding paradigm that models such as CBL have been based upon. There is a plethora of literature on PBL within many different disciplines; however, there is a paucity of literature within the contexts of prehospital education.