Effect of case-based learning biochemistry among first-year medical students
Abstract
Conventional didactic biochemistry teaching lacks clinical correlation and student engagement. Therefore, it is of interest to compare Case-Based Learning (CBL) versus traditional lectures in 85 first-year MBBS students using pre-post knowledge scores and a 10-item Likert scale perception questionnaire. CBL significantly improved median knowledge scores from 6.0 (IQR: 5.07) to 7.0 (IQR: 6.08) with high student satisfaction (weighted mean 4.23/5). Students valued CBL's interactivity, clinical relevance, critical thinking promotion and curriculum integration. CBL advances undergraduate biochemistry education as an effective, well-received interactive strategy bridging theory and practice.
Fields of Study & Subjects
Problem and Project Based Learning
Innovations in Medical Education
Innovative Teaching Methods
Publication details
- Journal / source
- Bioinformation
- Volume
- 22
- Issue
- 2
- Pages
- 783–788
- Publication date
- 28 February 2026
- Language
- EN