Can limited time, new learning techniques, and expanding content be reconciled?

Abstract

Educational techniques in biochemistry and molecular biology are rapidly evolving. In addition to the traditional textbooks and blackboard presentations, we now have PowerPoints, videos, interactive molecular graphics, clicker questions, web‐based bioinformatics exercises, computerized quizzes, and computerized course management systems. Lectures have been supplemented with active learning pedagogies and concept inventories. Simultaneously, biochemical knowledge continues its enormous rate of expansion. Yet, the time available for learning and teaching biochemistry has not changed. How can we integrate these techniques and new knowledge into a course without overwhelming students and faculty alike? We shall discuss ways of approaching this challenge.