Evaluating Medical Biochemistry Teaching and Learning Through Simulation: A Mixed-Methods, Quasi-Experimental Study...

Area of Science:

• Medical Education
• Biochemistry
• Simulation-Based Learning

Background:

• Traditional biochemistry teaching methods may hinder clinical integration and knowledge retention.
• Clinical simulation offers a strategy for active, contextualized learning, but its impact on biochemistry education is under-explored.

Purpose of the Study:

• To evaluate the impact of clinical simulation versus traditional practical instruction on medical students' learning in biochemistry.
• To assess cognitive knowledge, technical skills, and communication abilities in first-semester medical students.

Main Methods:

• A mixed-methods, quasi-experimental design involving 404 first-semester medical students.
• Two groups: simulation (n=205) and control (n=199), receiving identical theoretical instruction.
• Outcomes assessed pre- and post-intervention: theoretical knowledge, clinical interpretation, technical skills, and communication, supplemented by satisfaction surveys.

Main Results:

• The simulation group showed significantly greater improvements across all assessed domains compared to the control group.
• Students in the simulation group had higher success rates in blood-sampling procedures and completed tasks faster.
• Simulation-based learning led to increased student confidence, satisfaction, and positive emotions, with reduced anxiety.

Conclusions:

• Simulation-based education is an effective and feasible method for enhancing knowledge, technical skills, communication, and motivation in medical biochemistry.
• This approach improves practical skills and student engagement, addressing limitations of traditional teaching methods.