Introduction: Using case based learning (CBL) provides various experiences for students including improvement of problem solving skills, construction of knowledge, and enhancement of communication and cooperation skills. The main challenge here is that faculty members are not aware of case based discussion models as well as its effectiveness. The aim of this study is reviewing the related evidence on the models, applications, effectiveness and challenges of cased based teaching method.

Method: In this review article, Google Scholar, PubMed, ERIC, Willy and ProQuest were searched. The search period was limited from October 2005 to 2015. Case based learning, case based teaching, case method teaching, and case based discussion were chosen as keywords.

Result: Eighty papers and two dissertations were retrieved. Duplicates were eliminated and 64 articles were reviewed and categorized. Finally 20 articles that wereentered to the  review. The definition of case-based learning as a way to an authentic education, models and applications of case based learning based on analyzing the learning environment, scenario writing and also the effectiveness of CBLwere considered in this article.

Conclusion: Although there was no consensus on the definition of case-based learning, paying attention to the underlying principles of CBL such as the quality of scenarios and choosing a right type of the models based on level of students’ knowledge, could lead to provide a rich learning experience for students.