Case-based Learning: An Effective Tool for Learning Biochemistry by First-Year Medical Students

Biochemistry, a basic science subject taught during the first year of medical studies includes teaching and learning of pathways in metabolism and constitutes a major portion of biochemistry syllabus. Students often get lost in the mountain of details of metabolism, lose interest and thus fail to make connection between biochemistry and clinical practice. The objective of this study was to evaluate the effectiveness of case-based learning (CBL) in improving the understanding and acceptability of biochemistry by the first-year medical students.

First-year MBBS students were divided into two groups. Group 1(roll numbers 1–100, control) was reinforced by regular teaching, and group 2 (roll numbers 101–210, test) was exposed to CBL on carbohydrate and lipid metabolism. Assessment was done by administering 14 chemistry and 14 case-based questions. An open-ended feedback was obtained regarding the perception of CBL.

Group 2 performed better in all sections with respect to all grades except grade D in overall and chemistrybased questions. On applying Chi-square test with Yates correction, number of students failing the test was more in group 1 in all sections. In the feedback obtained, majority of students agreed that CBL is an effective method to understand, review biochemistry and connect topics learnt during lectures to medical practice.

The authors conclude that CBL is an effective teaching/learning methodology for improving meaningful understanding of biochemistry by first-year medical students. Incorporating CBL into the biochemistry curriculum also improves the attitude of students towards biochemistry.