COMPARISON OF DIDACTIC LECTURES AND CASE-BASED LEARNING IN AN UNDERGRADUATE BIOCHEMISTRY COURSE AT RAK MEDICAL AND HEALTH SCIENCES UNIVERSITY, UAE

Biochemistry is one of the basic medical subjects in the first year and is one of the foundation sciences for the medical curriculum. Knowledge of Biochemistry is extensively related in the context of clinical disease during medical practice, it needs to be taught and learned efficiently by medical graduates. OBJECTIVES This study was conducted to analyse the perceptions of first year medical students about the didactic lecture and case-based learning, teaching learning methodology in Biochemistry course. MATERIALS AND METHODS This cross-sectional study was conducted at RAK College of Medical Sciences (RAKCOMS). About (n=126) first year medical students were administered with 14-item questionnaire to determine their perceptions of students on didactic lecture and case-based learning. Data was analysed using descriptive analysis on SPSS 16. RESULTS As per our study majority of the students expressed their satisfaction that CBL was a useful teaching methodology in understanding the concepts in Biochemistry. Majority felt this method motivated them to critically think in filling the learning gaps and building the concepts. They also had an opinion that this method facilitated interaction between staff and students from different cultures and backgrounds, which helped them developing their inter-and intrapersonal relations. CONCLUSION In conclusion, case-based learning can be good substitute for teaching Biochemistry for first year MBBS students, which can be used alone or in combination with didactic lecture to make the Biochemistry more interesting and understandable to MBBS students. We implemented CBL method of teaching with encouraging and positive results.