A Quasi-experimental Study on the Use of Retrospective Case Construction to Teach Hepatobiliary Function Test...

Background The inclusion of early clinical exposure (ECE) in the medical curriculum has emphasized the importance of developing laboratory interpretation skills among MBBS students. Clinical biochemistry, a critical component of evidence-based medicine, promotes students' understanding of clinical issues. This study examined the impact of biochemical report interpretation as a pedagogical technique for first-year medical students, focusing on hepatobiliary function tests. It analyzes the short- and long-term retention of knowledge and assesses students' perceptions of this method.  Methods A single-group, pre-test/post-test quasi-experimental study with a delayed post-test was conducted. Group-based learning was conducted with 120 students following a didactic presentation on hepatobiliary function tests. Assessments were conducted via a pre-test, post-test, and delayed post-test four weeks later using a structured questionnaire with multiple-choice and short-answer questions. Students created retrospective case narratives based on five laboratory results. Data analysis included statistical comparisons of the scores and input from students and facilitators.  Results Post-test scores showed significant improvement in students' interpretation skills, particularly in recognizing obstructive jaundice. The delayed post-test scores revealed satisfactory long-term retention. Feedback highlighted the impact of this strategy in promoting conceptual understanding and improving diagnostic accuracy.  Conclusions Retrospective case construction significantly improved hepatobiliary function test interpretation skills in first-year medical students, with immediate post-test gains sustained at four weeks.