Application of synthetic patient samples in biochemistry laboratory case-based learning course to improve biosafety

Case-based learning (CBL) requires students to fully engage in class activities, motivates active thinking, and therefore effectively improves the teaching and learning quality. However, CBL method is not commonly used in laboratory courses in medical schools due to the biosafety and the ethical issues of patient samples. Here, we developed a novel method to prepare synthetic sera and doped urine without the need for a patient donor. These materials are safe for both students and teachers and were used in a 3-week biochemistry laboratory CBL course. Fifty-eight second-year undergraduates from Dalian Medical University (China) received the CBL course, while another 56 students in the control group received traditional teaching. In this mode, each biochemical assay was explained and conducted separately without clinical case scenarios. The learning outcomes were assessed via written examinations for all participants, and questionnaires were additionally distributed to students in the CBL group. The results revealed that the CBL course significantly increased their test scores, improved their learning interest, and fostered their self-learning habits and critical thinking with teamwork. As for different genders, more female students endorsed the benefits of the CBL model for skill development, while more male students gave positive feedback on CBL model in terms of stimulating their motivation to study and stated that they preferred CBL model in the future. Notably, this study adopted a quasi-experimental design with grouping based on intact classes and voluntary student participation, which may lead to self-selection bias when interpreting the results.