Teaching biochemistry in a “Guided Discovery Curriculum”

Abstract

The innovative Guided Discovery Curriculum was implemented at the National College of Chiropractic in April 1996. This non-traditional curriculum emphasized the relevance of biochemical principles to clinical practice by the selection of two clinical cases through which biomolecules, such as carbohydrates, proteins, lipids, and their chemistry, regulations and associated pathways were taught by using three learning modules. These were: (1) Large group sessions: Lectures and designated topics related to clinical cases were presented, feedback for set weekly quizzes was provided, and the objectives for the following week were explained; (2) Small group sessions: Where knowledge of biochemistry and other disciplines was integrated and learned in the context of a clinical case, and (3) Self-directed learning: Where students assumed responsibility for independently learning issues developed during small group discussions. This new curriculum was designed so that students are able to retain the knowledge through active participation rather than rote memorization, develop reasoning strategies, and assume responsibility for learning. In addition, they are able to develop problem solving, clinical judgment and self-assessment skills, and practice applying biochemical knowledge to clinical practice.