A cord of four strands: Perspective of pre-medical and medical students on combined teaching modalities in undergraduate biochemistry.
biochemistry
bioorganic chemistry
chemical education research
collaborative/cooperative learning
curriculum
graduate education
student-centered learning
upper-division undergraduate
Journal
Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
ISSN: 1539-3429
Titre abrégé: Biochem Mol Biol Educ
Pays: United States
ID NLM: 100970605
Informations de publication
Date de publication:
04 Oct 2023
04 Oct 2023
Historique:
revised:
14
08
2023
received:
20
09
2022
accepted:
22
09
2023
medline:
4
10
2023
pubmed:
4
10
2023
entrez:
4
10
2023
Statut:
aheadofprint
Résumé
Despite being a traditional coursework for pre-medical and medical students around the globe, biochemistry education suffers from a lack of positive appreciation due to the nature of the subject combined with deficiency of teaching modalities. A first semester biochemistry course was designed to include four different teaching modalities: lectures, recitations, case studies, and student presentations. A multi-item, anonymous, and voluntary questionnaire was distributed to students who had just completed the course and to those who had taken it the previous year. The questionnaire asked students to evaluate the course and how the different modalities affected their learning. These questionnaires took place in a two-year period between 2020 and 2021. Eighty-six (46%) of 186 total students responded. The vast majority of respondents agreed with the use of multimodal teaching techniques with respect to its impact on overall preparedness for future coursework, understanding, and enjoyability. Lectures and recitations were found to be the most useful in information retention and learning, although the same were found to be less enjoyable than other modalities. Although case studies and presentations were found to be enjoyable, most students ranked them low in terms of information retention and were the most voted to be removed from the course. There was general agreement between premedical and medical students' perception on the usefulness of the multimodal teaching techniques with respect to medical biochemistry modules and standardized exams. The agreement between cohorts suggests the premedical students accurately evaluated the usefulness of the course for the following year and validates the usefulness of the premedical student surveys. Use of multiple modalities in biochemistry education can be of substantial benefit in engaging and preparing students for further education.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Premedical Department at Weill Cornell Medicine-Qatar
Informations de copyright
© 2023 International Union of Biochemistry and Molecular Biology.
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