Abstract
Case-based learning is a well-established teaching method in medical education which promotes critical thinking and facilitates a real-world context that aligns with trainees’ clinical experiences.1 This method is particularly relevant in the field of psycho-oncology, which requires a holistic approach to patients, especially with children, adolescents, and young adults with unique developmental considerations. Individual providers are typically not experts in all areas of psycho-oncology, and therefore, effective practice requires a functioning multidisciplinary team where different perspectives and expertise can come together. This also allows for patient perspectives to be routinely solicited to ensure that treatment is coordinated and responsive to the patient needs.
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