Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India (original) (raw)
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Background: There are no effective Teaching-Learning methods for Biochemical basis of disease and Metabolic pathways in first MBBS. Objectives: To compare case method with didactic lecture. To evaluate students performance and satisfaction by case based method. Methods: Departmental meeting was conducted to select 3 topics and plan the session. IEC approval was obtained. I MBBS students (117) were first taught on one topic (lipid metabolism) by didactic method and then 2 topics by case based method (CBM). CBM-1 (protein metabolism) was attended by 113 and CBM-2 (Carbohydrate Metabolism) by 126 students. Pre and post test conducted at the end of each session with case based MCQs and short answers. Results: An imperative progress (Z>1.95, Z>2.95, p<0.001)) was observed among the students performance after the CBM sessions compared with didactic method. A 5 point summative scale questionnaire was administered to the students, to know their perception on usefulness of CBM. Near...
Current Trends in diagnosis & Treatment
Introduction: Case-based learning (CBL) promotes integration of knowledge and practice. During CBL, students are exposed to the real medical problems. The present study was conducted to introduce CBL as a teaching/learning (T/L) tool in the Department of Biochemistry and to determine its effectiveness in enhancing students' knowledge and also to make the students aware of relevance of biochemistry in clinical settings. Materials and methods: After permission from Ethical Committee, both faculty and students were sensitized to CBL; questionnaires and feedback pro forma for students and faculty were finalized. Total of 126 students of first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) were included in the study, and they were divided into two groups. Both groups I and II comprised 63 students each. The study group I (n = 63) was given a clinical problem with specific learning objectives 2 days before CBL session. Pretest questionnaire was administered to both the groups. Group I underwent a CBL session and group II had the same teacher teaching the topic in a didactic lecture form. Both the groups were given a posttest. Crossover of groups was done for the second clinical case. Structured feedback questionnaire on acceptability and usefulness of this method was taken from both the students and the faculty. Using Student's paired and unpaired t-test, the results of pretest and posttest were analyzed. Results: The majority of students (89%) agreed that CBL form of teaching was better than didactic lectures in understanding the topic. For clinical application of knowledge of biochemistry, 85% of the faculty agreed that CBL was a better T/L tool. Conclusion: Among medical students, CBL is effective for better understanding of biochemistry. It motivates students to become self-directed learners. Along with didactic lectures it should be a part of teaching curriculum.
IP innovative publication pvt. ltd, 2020
Introduction: Biochemistry is the key subjects for a clinical diagnosis because that’s depends on laboratory analysis of body fluids. Detailed information of clinical biochemistry is essential for proper diagnosis of clinical and its effective management . Very little is known about the students’ perceptions towards improving the teaching of biochemistry. Materials and Methods : Data was analysed from feedback forms of a questionnaire study from the first year students of a medical college in India. The self administered questionnaire which were related to liking the subject of biochemistry, rating of the different topics and the effectiveness of teaching methods. Results: Regarding coordinated approach with multiple teaching tools like Didactic lecture (DL), Group Based Learning (GBL),Video Based Learning( VBL ) ,Case Based Learning (CBL) most students felt that it was useful toward understand biochemistry better (79%),learn biochemistry better (83%),find out importance of biochemistry in future medicine (84%),prepare for university examination (81%). Practical exercises, lectures, exams, and other methods have been found by majority of the students to be the excellent or very good methods, for effectively teaching biochemistry. Conclusions: Through the study, depending on the topic to be covered the combination of the teaching methods is beneficial to improve the understanding and retaining of the subjects better as perceived by the students.
Early clinical exposure to enhance the learning of biochemistry in first year M.B.B.S students
International Journal of Clinical Biochemistry and Research, 2018
Introduction: Biochemistry is taught using teacher centred method i.e lectures where students are passive learners. In first year of M.B.B.S, students don't feel the importance of biochemistry in clinical practice. As a result, they are not motivated to study this subject. To overcome this, student centred strategies like early clinical exposure via case based learning (CBL) is needed to relate basic sciences subject with clinical scenario and apply concepts of theory to clinical conditions. Aim and Objectives: 1. To sensitize faculty and students about CBL; 2. To introduce CBL as teaching learning tool in department of biochemistry; 3. To assess perception of faculty and students regarding CBL; 4. To make the students aware of relevance of biochemistry in clinical settings. Materials and Methods: In this study, a new teaching learning intervention was devised in Biochemistry department of SGRDIMSAR, Amritsar which comprised of ECE program consisting of CBL. Total 133 students of first year M.B.B.S were involved in this study after their consent. All the participants (n=133) were divided into 2 groups; Group A (n= 67) and Group B (n=66). Further each group was divided into 5 sub groups i.e Group A into sub groups A1 (n=14), A2 (n=14), A3 (n=13), A4 (n=13), A5 (n=13) and Group B into B1 (n=14), B2 (n=13), B3 (n=13), B4 (n=13), B5 (n=13). There were 5 facilitators, one for each sub group. All were taught by case based learning method. The outcomes and effectiveness of this intervention was assessed by a MCQs pre-test/ post-test model of cognitive knowledge acquisition used to identify knowledge gain and effectiveness of the educational intervention. Students and faculty attitude towards early clinical exposure via CBL was assessed by 5 point Likertscale questionnaire survey. Results: After CBL method, students had improved scores in evaluation test and the difference was statistically highly significant. Majority of students and faculty opined that CBL was useful, arouse interest, helpful in better understanding of clinical biochemistry topic, and link clinical knowledge with basic biochemistry. Conclusion: ECE is a useful method for a basic science like biochemistry if it is taken up with the traditional teaching method. The present study concluded that CBL improves academic performance of students and motivates the students for self-directed learning by increasing their interest in subject and promotes meaningful learning, student reasoning and communication skills. Majority of faculty and students were satisfied with the introduction of this teaching learning tool. 100% faculty and 98% students felt that biochemistry was relevant in clinical setting. So, CBL should be used as a regular method at appropriate places in curriculum of biochemistry.
Journal of Natural Science, Biology and Medicine, 2013
Background: Undergraduate medical examination is undergoing extensive re-evaluation with new core educational objectives being defined. Consequently, new exam systems have also been designed to test the objectives. Objective structured practical examination (OSPE) is one of them. Objectives: To introduce OSPE as a method of assessment of practical skills and learning and to determine student satisfaction regarding the OSPE. Furthermore, to explore the faculty perception of OSPE as a learning and assessment tool. Materials and Methods: The first M.B.B.S students of 2011-12 batch of Medical College, Kolkata, were the subjects for the study. OSPE was organized and conducted on "Identification of Unknown Abnormal Constituents in Urine." Coefficient of reliability of questions administered was done by calculating Cronbach's alpha. A questionnaire on various components of the OSPE was administered to get the feedback. Results: 16 students failed to achieve an average of 50% or above in the assessment. However, 49 students on an average achieved >75%, 52 students achieved between 65% and 75%, and 29 students scored between 50% and 65%. Cronbach's alpha of the questions administered showed to be having high internal consistency with a score of 0.80. Ninety-nine percent of students believed that OSPE helps them to improve and 81% felt that this type of assessment fits in as both learning and evaluation tools. Faculty feedback reflected that such assessment tested objectivity, measured practical skills better, and eliminated examiner bias to a greater extent. Conclusion: OSPE tests different desired components of competence better and eliminated examiner bias. Student feedback reflects that such assessment helps them to improve as it is effective both as teaching and evaluation tools.
Developing a Blueprint for Theoretical Assessment of Biochemistry of Phase I MBBS Students
Medical Science Educator
Here we have systematically developed a blueprint for Biochemistry theory assessment of phase I MBBS students in India which we have been using for both formative and summative assessments for the past two academic years. The blueprint has ensured the content and construct validity and fairness of the assessment. Main Text Medical Education in India is currently undergoing a transformation following the introduction of a competency-based curriculum for the MBBS course implemented in August 2019. The topic-wise
An effective approach in learning clinical biochemistry - Case Based Learning
2017
Introduction The main aim of medical education technology is to increase teaching and learning by introducing various effective teaching learning methods into the medical curriculum. Biochemistry is one of the first year subjects in the undergraduate medical syllabus. It is having a lot of importance in understanding the clinical subjects. Clinical biochemistry basically deals with the methods and interpretation of biochemical test results, performed on body fluids, which help us to support the clinical diagnosis, treatment and also in assessing the prognosis of the disease. But it is usually considered to be a subject of structures, chemical formulae, pathways and reactions which are usually taught by regular monotonous lectures and practical classes. This is considered as a teacher centered teaching when in there won’t be any participation from the students. There is a need to change this system, so as to involve the students actively in the learning process. CBL is considered as ...
Student participation in curriculum designing and evaluation in clinical Biochemistry
Background and objective: Medical biochemists are of opinion that a thorough reorientation of the curriculum, methods of teaching, assessment and integration with other departments appears to be required to make the teaching and learning of clinical biochemistry need. The curriculum is planned, written and organized by academic and clinical staff with many years of experience as a medical teacher. Medical students, through experienced from their own education, they are able to give advice on student resources and facilities and are in a favourable position to judge the aspect of curricula. Herein we report a survey of 350 medical students regarding their assessment of the current curriculum of medical Biochemistry.
STUDENT PERFORMANCE IN A SEMINAR BASED EXAMINATION OF BASIC BIOCHEMISTRY COURSE
One of the major duties of any lecturer is to adopt different teaching methods in order to obtain excellent student performance. This study was conducted to investigate the performance of students in a seminar based examination compared to a lecture and practical sessions based examination. The basic course of biochemistry, taught to 35 students of chemistry and biology of the faculty of science at King Khalid University, was conducted following three teaching methods; lectures, practical sessions and seminar based teaching. Vitamins were taught through seminars prepared and presented by the students while the amino acids, protein and enzymes course was delivered through lectures and practical sessions. The final exam of the course included questions testing the knowledge of the students concerning the seminar and lecture based information. Regarding the results of the seminar based questions; 15 (42.9%) passed the exam and the range of the marks was (25- 90) while the students who passed the lecture and practical sessions based questions were 17 (48.6%) and the range of the marks was (35- 80). However, the pass mark was 60%. Although the highest marks were scored in the seminar based questions, the general performance of the students in the seminar based questions was poor compared to the lecture and practical sessions based questions.
Journal of Medical Education
Background: In medical education, innovation and modernization of teaching and learning methods are required to maintain dynamic quality. The purpose of this study was to evaluate the quiz as one of the innovative teaching-learning methods for first-year MBBS students in the biochemistry subject. Objectives: The study objectives were to sensitize the students regarding the quiz in biochemistry and assess the quiz's effectiveness in subject understanding among students and the learning gained from it. Methods: Sixty students were divided into five teams of 12 students. There were seven rounds in the quiz based on which the winning team was selected. Teams were selected based on a preliminary test score. The batch of 60 students was divided into five teams of 12 students. A pretest-posttest questionnaire in the form of an MCQ test was taken prior to the quiz. To evaluate views about the quiz, feedback was elicited from the students. Data were analyzed using the Statistical Package...