Teaching Of Medical Biochemistry Research Articles

Benefits and challenges in the implementation of virtual laboratory simulations (vLABs) for medical biochemistry in Indonesia.

The pandemic caused major shifts in the delivery of education worldwide. In the teaching of medical biochemistry, the greatest impact was towards the delivery of traditional laboratory simulations. In this study, we highlight the benefits and barriers encountered in the use of virtual laboratories (vLABs) to substitute traditional laboratory practicals. The subjects were a class of 271 medical students at the Faculty of Medicine, Hasanuddin University, all freshman undergoing the Biomedicine Block. The study assessed the use of a commercial vLAB on antibodies and blood typing procedures, which were implemented using our four-step model of vLAB implementation. Collected data include the lecturer-assigned pre- and post-test result, built-in vLAB assessment result of the student first and best attempts, a student perception questionnaire based on a 5-point Likert scale, and an open ended questionnaire regarding student perceptions of the advantages and disadvantages of the vLAB. We observed a remarkable increase of lecturer assigned pre- and post-test scores and built-in first and best attempt scores (p < 0.0001, Wilcoxon signed rank test). A majority of students reported increased motivation when using the vLABs, and favored the ability of mastery through repetition. However, technical and language barriers were highlighted by students during the vLAB implementation. We demonstrate a successful implementation of commercial vLABs in a cohort of non-native English speakers using our four-step approach. Implementation requires strong support from faculty to address technical and language barriers that arise during use of vLABs.

Large-scale application of case-based learning for teaching medical biochemistry: a challenging experience with positive impacts

With the introduction of integrated approach in the medical curriculum, there is a need to teach basic sciences in a way relevant to real clinical scenarios. The aim of this study is to investigate the feasibility of case-based learning (CBL) for teaching of medical biochemistry to a large number of medical students. It also evaluates both the students’ and faculty members’ perception of this approach. CBL was introduced in teaching medical biochemistry in the Neuroscience block for the second-year medical students. This study’s students were from two consecutive academic years (n = 721 and 769). Four clinical cases were prepared. Students were divided into subgroups, each having one CBL session every 2 weeks. Students were encouraged to work together to understand the given clinical scenario by building on past knowledge obtained through other teaching modalities and new knowledge acquired during the session. A pretest was administered at the beginning of the session, and an identical posttest administered at the end of the session. Perception of both the students and facilitators of the CBL-teaching approach was evaluated using end-of-block questionnaires. In both studied academic years, students got higher scores in posttest compared to pretest scores with a statistically significant difference of the paired scores (P < 0.001). Analysis of the students’ questionnaire demonstrated that most students positively perceived the CBL approach, with a feeling that CBL has helped them learning the biochemistry concepts. Likewise, analyzing staff questionnaire revealed staff’s positive attitude toward the impact of CBL in teaching biochemistry on the students and on themselves. The current work suggests that CBL is both feasible and efficient to be applied for teaching medical biochemistry on a large scale. It is positively perceived by both students and teaching staff. Future work is still needed to solve certain challenges such as increasing work load on the faculty members and to test the impact of this teaching modality on long-term retention of knowledge.

Creation and implementation of a flipped jigsaw activity to stimulate interest in biochemistry among medical students.

Learner-centered pedagogical methods that are based on clinical application of basic science concepts through active learning and problem solving are shown to be effective for improving knowledge retention. As the clinical relevance of biochemistry is not always apparent to health-profession students, effective teaching of medical biochemistry should highlight the implications of biochemical concepts in pathology, minimize memorization, and make the concepts memorable for long-term retention. Here, we report the creation and successful implementation of a flipped jigsaw activity that was developed to stimulate interest in learning biochemistry among medical students. The activity combined the elements of a flipped classroom for learning concepts followed by a jigsaw activity to retrieve these concepts by solving clinical cases, answering case-based questions, and creating concept maps. The students' reception of the activity was very positive. They commented that the activity provided them an opportunity to review and synthesize information, helped to gage their learning by applying this information and work with peers. Students' improved performance especially for answering the comprehension-based questions correctly in the postquiz as well as the depth of information included in the postquiz concept maps suggested that the activity helped them to understand how different clinical scenarios develop owing to deviations in basic biochemical pathways. Although this activity was created for medical students, the format of this activity can also be useful for other health-professional students as well as undergraduate and graduate students. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:343-353, 2018.

A preliminary study on the permeation of scientific aesthetics in medical biochemistry teaching

Scientific aesthetic is an important part of humanistic quality education. The penetration of scientific aesthetic education in medical biochemistry teaching can enable students to understand the medical knowledge from the aesthetic perspective, which not only can improve the humanistic quality stu-dents, but also can arouse the interest of students in learning and enhance the teaching effect. Aesthetics of science in biochemistry mainly includes the beauty of molecular structure, the beauty of balance, the beauty of coordination and the beauty of simplicity. When we penetrate the scientific aesthetic education in bio-chemistry teaching, we need to think about characteristics of biochemistry and follow the principle of mod-eration, and we need appropriate forms and comply with students' emotional experience. Key words: Scientific aesthetics; Medical education; Course teaching; humanistic quality edu-cation; Biochemistry

Student participation in curriculum designing and evaluation in clinical Biochemistry

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. We report a survey of medical students regarding their assessment of the current curriculum of medical Biochemistry. The questionnaire was offered to students who were about to complete their first year MBBS. Total of 350 responses were received.285 students felt that the teaching of medical Biochemistry at present is too theoretical. All students felt that practicals were necessary for learning and understanding the subject. 254 liked the use of blackboard over the power point presentation as aid of teaching. It is well established that students have ability to evaluate the efficacy of their own course. Therefore medical curriculum should be designed with student priorities as one of the major factors to be considered and with active participation of students at each and every stage of its designing and implementation.

Practice and thoughts of case-based teaching in the teaching of medical biochemistry

Medical biochemistry is a very important basic curricular in medicine teaching.But its theory is abstract,so it is difficult for teachers to teach.On the other hand,the students feel it hard to learn too,because they don't know how these theories are applied.We have applied case-based teaching in medical biochemistry teaching.These methods effectively improve students' enthusiasm to study and to train their scientific thinking in preliminary.Following this way we have explored a new way to elevate teaching qualities and search new teaching model and to further reform present medical biochemistry teaching model. Key words: Case-based teaching; Medical biochemistry; Teaching reform

Exploration on medical biochemistry teaching reform

Biochemistry is one of the important basic courses.There are some exploration and thinking on biochemistry teaching reform from teaching features of medical education,the application of teaching basic principles and the designing of teaching regulation forms. Key words: Medicine; Biochemistry; Teaching reform

Understanding fatty acid metabolism through an active learning approach

A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less emphasis is placed on transmitting information and the focus is shifted toward developing higher order thinking (analysis, synthesis, and evaluation). However, MALA should always involve clearly identified objectives and well-defined targets. Understanding fatty acid metabolism was one of the proposed goals of the Medical Biochemistry unit. To this end, students were challenged with a variety of learning strategies to develop skills associated with group conflict resolution, critical thinking, information access, and retrieval, as well as oral and written communication skills. Overall, students and learning facilitators were highly motivated by the diversity of learning activities, particularly due to the emphasis on correlating theoretical knowledge with human health and disease. As a quality control exercise, the students were asked to answer a questionnaire on their evaluation of the whole teaching/learning experience. Our initial analysis of the learning outcomes permits us to conclude that the approach undertaken yields results that surpass the traditional teaching methods.

The development of virtual lectures to aid in the teaching of medical biochemistry

This communication describes the establishment of two virtual lectures, created in Macromedia's Director program, consisting of animation, voice-overs and text, which can stand alone in the teaching of the urea cycle and phospholipid metabolism to medical students. The use of these teaching aids adds yet another teaching modality to biochemistry, and increases the level of “active” learning which must occur.

The development of virtual lectures to aid in the teaching of medical biochemistry

This communication describes the establishment of two virtual lectures, created in Macromedia's Director program, consisting of animation, voice-overs and text, which can stand alone in the teaching of the urea cycle and phospholipid metabolism to medical students. The use of these teaching aids adds yet another teaching modality to biochemistry, and increases the level of “active” learning which must occur. © 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved.

Up-dating of Medical Biochemistry Teaching

Conference Abstract| October 01 2000 Up-dating of Medical Biochemistry Teaching Laima Ivanoviene Laima Ivanoviene 1Kaunas Univeristy of Medicine, Institute for Biochemical Research, Laboratory of Biochemistry, Eiveniu Strasse 4, Kaunas, Lithunia Search for other works by this author on: This Site PubMed Google Scholar Biochem Soc Trans (2000) 28 (5): A111. https://doi.org/10.1042/bst028a111a Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Cite Icon Cite Get Permissions Citation Laima Ivanoviene; Up-dating of Medical Biochemistry Teaching. Biochem Soc Trans 1 October 2000; 28 (5): A111. doi: https://doi.org/10.1042/bst028a111a Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsBiochemical Society Transactions Search Advanced Search This content is only available as a PDF. © 2000 Biochemical Society2000 Article PDF first page preview Close Modal You do not currently have access to this content.

An optional laboratory in molecular techniques as an aid in the teaching of medical biochemistry

This communication describes the implementation of an optional laboratory exercise for first year medical students with little or no experience in modern molecular techniques. The students learn to use restriction enzymes, perform Southern blots, and to do PCR on buccal cell DNA to look for a specific mutation in the DNA. At the completion of the four hour exercise the students have indicated that these abstract procedures are now brought into focus, and will help them with the didactic course material which follow.

Modernization of medical biochemistry teaching in Czechoslovakia

Modernization of medical biochemistry teaching in Czechoslovakia

Card games for medical biochemistry teaching

Card games for medical biochemistry teaching

The Teaching of Medical Biochemistry

The Teaching of Medical Biochemistry