A guide to using case-based learning in biochemistry education.

Area of Science:

• Biochemistry Education
• Active Learning Strategies
• Pedagogical Research

Background:

• Undergraduate biochemistry students predominantly adopt surface learning approaches, characterized by rote memorization.
• Surface learning correlates with diminished academic performance and long-term knowledge retention.
• Case-based learning (CBL) offers a potential pedagogical solution to foster deep learning and enhance student engagement in science.

Purpose of the Study:

• To address the lack of clear guidance on designing and implementing case studies in science education.
• To provide a representative review of Case-based learning (CBL) applications in scientific disciplines.
• To offer a framework for integrating directed Case-based learning (CBL) with lectures in undergraduate biochemistry courses.

Main Methods:

• Review of existing literature on Case-based learning (CBL) in science education.
• Description of a systematic process for developing Case-based learning (CBL) modules.
• Presentation of a flexible framework for implementing Case-based learning (CBL) in large-enrollment, content-driven courses.

Main Results:

• Case-based learning (CBL) can be effectively integrated into biochemistry curricula to promote deeper understanding.
• The developed framework is adaptable for various class sizes and can be applied to other science subjects.
• Implementation guidance facilitates the adoption of Case-based learning (CBL) by educators.

Conclusions:

• Case-based learning (CBL) is a valuable pedagogical tool for enhancing deep learning in undergraduate biochemistry.
• Educators can utilize the provided guide and framework to successfully implement Case-based learning (CBL).
• This approach has the potential to improve student outcomes and knowledge retention in science education.