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Bioavailability is a critical pharmacological concept that measures the extent and rate at which an active drug ingredient or therapeutic moiety enters the systemic circulation, remaining unchanged. It's a pivotal factor in determining a drug's efficacy and safety.The Biopharmaceutics Classification System (BCS) plays an essential role in drug development by categorizing drugs into four classes based on their solubility and permeability. This classification aids in understanding drug absorption...
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Updated: May 6, 2026

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Enhancing Biochemistry Education for Medical Students Through Game-Based Learning: Students' Perception and

Shereen El Tarhouny1,2, Amira Hassouna3,4, Marwa Zalat5,6

  • 1HPEC, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology
|May 5, 2026
PubMed
Summary

Game-based learning (GBL) in medical biochemistry enhances student engagement and understanding. This approach improved learning outcomes, motivation, and concept application compared to traditional methods.

Keywords:
MAKE toolbiochemistrygame‐based learningmedical studentsperceptionperformance

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Area of Science:

  • Medical Education
  • Biochemistry Pedagogy
  • Educational Technology

Background:

  • Game-based learning (GBL) shows promise for improving student engagement and learning outcomes.
  • Its application in medical biochemistry education requires further investigation.

Purpose of the Study:

  • To assess the impact of GBL on medical students' learning outcomes and performance in biochemistry.
  • To explore student perceptions and satisfaction with GBL compared to traditional teaching.

Main Methods:

  • A retrospective cohort design compared students taught with GBL and traditional methods (exposed group) to those taught only with traditional methods (unexposed group).
  • The Measurement of Actual Knowledge and Engagement (MAKE) tool was used for assessment.

Main Results:

  • GBL was positively received, simplifying content and increasing student interest, engagement, and focus.
  • GBL showed potential for improving learning outcomes, including skills, knowledge, participation, and concept application.

Conclusions:

  • Integrating GBL into biochemistry teaching fosters motivation and engagement, leading to improved perceived learning and stable exam scores.
  • Further controlled studies are needed to confirm causal links and long-term knowledge retention.