en Medical Education Medical Education Original Research Original Research <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-style:italic"><b><span style="font-size:9.0pt"><span style="font-style:normal">Background: </span></span></b><span style="font-size:9.0pt"><span style="font-style:normal">Medical education requires continuous improvements in teaching methods to ensure higher-quality learning outcomes for students. Case-Based Learning (CBL) has gained attention as an innovative method to enhance student engagement and achievement motivation. This study aimed to evaluate the effect of CBL on the achievement motivation of medical students.</span></span></span></span></span></span></span></span><br> <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal">&nbsp;&nbsp; <b>Methods: </b>This quasi-experimental study employed a two-group pre-test-post-test design. The study sample consisted of 70 medical students (36 in the control group and 34 in the intervention group), selected using simple random sampling. The Herman&rsquo;s Academic Achievement Motivation Questionnaire (Cronbach&rsquo;s alpha = 0.84) was used to measure achievement motivation. Data were analyzed using SPSS software. The intervention group participated in a CBL-based teaching approach.</span></span></span></span></span></span></span></span><br> <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal">&nbsp;&nbsp; <b>Results:</b> Results revealed a significant difference in achievement motivation scores between the pre-test and post-test in the intervention group (</span></span><span style="font-size:9.0pt">P</span><span style="font-size:9.0pt"><span style="font-style:normal"> = 0.001), indicating the positive effect of CBL on students&#39; motivation. However, no significant difference was observed in the control group (</span></span><span style="font-size:9.0pt">P</span><span style="font-size:9.0pt"><span style="font-style:normal"> = 0.726). The results of the independent t-test showed that the achievement motivation scores between the intervention and control groups were not significantly different (</span></span><span style="font-size:9.0pt">P</span><span style="font-size:9.0pt"><span style="font-style:normal"> = 0.556).</span></span></span></span></span></span></span></span><br> <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal">&nbsp;&nbsp; <b>Conclusion:</b> CBL significantly enhanced achievement motivation in medical students. Integrating CBL into basic science courses, such as biochemistry, is recommended to foster higher motivation and academic success.</span></span></span></span></span></span></span></span><br> &nbsp; Case-based teaching, Basic sciences, achievement motivation, Medical students 1199 1206 http://mjiri.iums.ac.ir/browse.php?a_code=A-10-9002-1&slc_lang=en&sid=1 Azizeh Barry azizeh.barry@yahoo.com 200319475328460094477 200319475328460094477 No Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran Zohreh Sohrabi Sohrbiz@iums.ac.ir 200319475328460094478 200319475328460094478 Yes Department of Medical Education, Faculty of Medicine, Vice-Director, Center for Educational Reseasrch in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran Mitra Nourbakhsh Mitra Nourbakhsh mitra.nourbakhsh@gmail.com 200319475328460094479 200319475328460094479 No Department of Biochemistry, School of Medicine, Iran University of Medical Sciences, Tehran, Iran Akram Zhianifard zhianifard1988@gmail.com 200319475328460094480 200319475328460094480 No Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran Azam Norouzi norouzi.azam@yahoo.com 200319475328460094481 200319475328460094481 No Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran Monire Barry monirebary@gmail.com 200319475328460094482 0009-0004-7102-4082 No Department of Nursing, Islamic Azad University of Uremia, Uremia, Iran Elham Ramezanpour elham6460@gmail.com 200319475328460094483 200319475328460094483 No Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran Zahra Nouri Khaneghah Z_noori86@yahoo.com 200319475328460094484 200319475328460094484 No 1. Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran Zahra Mirzaee zahramirzaee41@gmail.com 200319475328460094485 200319475328460094485 No Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran