Abstract
Objectives: In this study, the effect of the traditional teaching model in biochemistry on academic success and permanence was examined. Materials and Methods: The current analytical work was carried out at the Faculty of Dentistry of the University of Cyprus Health and Social Sciences. In this analytical study, the permanence of what the students learned in the biochemistry course was evaluated and the same exam questions were asked three years later. Descriptive statistical analyzes were done. Results: A significant difference was found between the average of the knowledge score obtained during the course and the score obtained three years later (p=0.010). It has been observed that the traditional learning model is not effective on permanence. Conclusion: We thought that a student-centered education model should be applied rather than the traditional learning model in order to increase academic success and permanence. Keywords: Biochemistry education, Learning success and permanence
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