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Effect of case-based learning biochemistry among first-year medical students
1Department of Biochemistry, Netaji Subhas Medical College and Hospital, Bihta, Patna, Bihar, India.
None:
Conventional didactic biochemistry teaching lacks clinical correlation and student engagement. Therefore, it is of interest to compare Case-Based Learning (CBL) versus traditional lectures in 85 first-year MBBS students using pre-post knowledge scores and a 10-item Likert scale perception questionnaire. CBL significantly improved median knowledge scores from 6.0 (IQR: 5.07) to 7.0 (IQR: 6.08) with high student satisfaction (weighted mean 4.23/5). Students valued CBL's interactivity, clinical relevance, critical thinking promotion and curriculum integration. CBL advances undergraduate biochemistry education as an effective, well-received interactive strategy bridging theory and practice.
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