The study compared traditional case-based learning (CBL) with an integrated UpToDate-CBL model in 60 critical care trainees, dividing them into two groups of 30 each.[1] There were no significant differences in theoretical knowledge or clinical skills between the groups.[1] However, the UpToDate-CBL group scored significantly higher in clinical decision-making (43.47 ± 3.67 vs. 41.20 ± 2.55) and in interpretation of clinical parameters (44.87 ± 3.95 vs. 42.27 ± 3.01).[1] Students in the UpToDate-CBL group also showed significantly higher scores on self-reported interest in learning, self-directed learning, problem solving, and practical skills.[1] Satisfaction with teaching was significantly higher in the UpToDate-CBL group (90% vs. 70%).[1] The study concluded that integrating UpToDate into case-based teaching significantly improves students' clinical decision-making ability and promotes their motivation for self-directed learning, but does not improve basic knowledge and clinical skills.[1]