How much biochemistry should a good doctor know? An educationalist's perspective

In one study of a traditional medical school curriculum four out of five doctors thought that there was too much clinically irrelevant, factual biochemistry in their undergraduate medical education. It is difficult to learn and integrate information when it is presented out of context and at inappropriate times. Surface learning can only be used to reproduce factual information. It has only limited use in application and problem-solving. Deep learning, which can be used for application and problem-solving, occurs when it is: relevant, integrated, problem-based, active, and student-centred. Medical biochemistry teachers need to: Redefine 'core' biochemical knowledge and skills using a 'bottom-up' and a 'top-down' approach. Develop new ways of teaching biochemistry which encourage active, problem-based, contextualised and clinically relevant learning. Take part in staff training and development opportunities which develop their teaching skills. Insist that their teaching expertise contributes towards their careers.