Case-based learning (CBL), within AHSS, is an active pedagogy that places students at the heart of a complex problem that is based on a real-life example or one that is designed to be similar to the types of problems that occur in real-life (19). Crossing disciplinary approaches, CBL can assist students in concept-based problem solving, by placing them in realistic scenarios where they can work on individually or in groups (20). Case-based learning (CBL), within health Sciences, is a teaching practice aimed at promoting active learning within traditional lectures, where students are provided a case study to assess and provide management. In the Health Sciences, CBL often materialises as patient case studies that incorporates clinically realistic data, such as a detailed patient history and accompanying laboratory data (18). CBL and PBL are often compared, as the definitions are interchangeably used in the literature. PBL ‘involves open rather than guided inquiry, is less structured, and the educator plays a more passive role’ (19). PBL is focused more strongly on self-directed learning, with the problem often having multiple solutions that a learner can work towards, whereas case-based learning has a stronger emphasis on connecting theory to practice.