Clinical biochemistry teaching: use of peer debriefing by Pendleton's rule as an instructional tool

Fatima, Syeda; Liaquat, Afrose; Mansoor, Sumreena; Rauf, Ayesh; Fatima, Syeda Sanaa

doi:10.5455/jpma.17645

Cited by 4 publications

(3 citation statements)

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“…In this model, the teacher is in a dominant position while the students are passive recipients of knowledge. This hinders students' enthusiasm, motivation, and ability to learn, speculate, and collaborate independently [21]. Furthermore, traditional teaching methods focus on the accumulation of knowledge, with students simply following This lack of communication and interaction between teachers and students makes it difficult to fully understand students' learning progress and understanding of various concepts.…”

Section: Discussionmentioning

confidence: 99%

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

Sun,

Liu,

Lian

et al. 2023

BMC Med Educ

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Background The study explores an innovative teaching mode that integrates Icourse, DingTalk, and online experimental simulation platforms to provide online theoretical and experimental resources for clinical biochemistry practical courses. These platforms, combined with flipped classroom teaching, aim to increase student engagement and benefit in practical courses, ultimately improving the effectiveness of clinical biochemistry practical teaching. Methods In a prospective cohort study, we examined the impact of integrating the Icourse and DingTalk platforms to provide theoretical knowledge resources and clinical cases to 48 medical laboratory science students from the 2019 and 2020 grades. Students were assigned to the experimental group using an overall sampling method, and had access to relevant videos through Icourse before and during class. Using a flipped classroom approach, students actively participated in the design, analysis, and discussion of the experimental technique. For the experimental operation part, students participated in virtual simulation experiments and actual experiments. Overall, the study aimed to evaluate students’ theoretical and operational performance after completing the practical course. To collect feedback, we distributed a questionnaire to students in the experimental group. For comparison, we included 42 students from the grades of 2017 and 2018 who received traditional instruction and were evaluated using standard textbooks as the control group. Results The experimental group scored significantly higher than the control group on both the theoretical and experimental operational tests (82.45 ± 3.76 vs. 76.36 ± 3.96, P = 0.0126; 92.03 ± 1.62 vs. 81.67 ± 4.19, P < 0.001). The survey revealed that the experimental group preferred the teaching mode that combined the flipped classroom with the virtual simulation platform. This mixed method effectively promoted understanding of basic knowledge (93.8%, 45/48), operative skills (89.6%, 43/48), learning interest (87.5%, 42/48), clinical thinking (85.4%, 41/48), self-learning ability (91.7%, 44/48), and overall satisfaction compared with traditional methods (P < 0.05). This study demonstrates that an innovative teaching approach significantly improves the quality of clinical biochemistry practical courses and promotes students’ professional development and self-directed learning habits. Conclusion Incorporating virtual simulation with flipped classrooms into clinical biochemistry practical teaching is an efficient and well-received alternative to traditional methods.

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Section: Discussionmentioning

confidence: 99%

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

Sun,

Liu,

Lian

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…It is demonstrated that lipped classroom has better learning effect than traditional teaching [10] . There were several teaching mode are obviously superior to traditional teaching in the course of clinical biochemistry, such as traditional teaching combined with group discussion, peer debrie ng approach, team learning [11][12][13] . However, small groups and case-based learning (CBL) are likely to dominate medical education.…”

Section: Introduction/backgroundmentioning

confidence: 99%

Evaluating effectiveness of a 4-Stage Experimental Training Program combined CBL with ISO 15189 technical requirements in clinical biochemistry teaching

Zhao

Yan

et al. 2022

Preprint

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Background: ISO 15189:2012 is widely recommended for clinical laboratories. However, it has not been paid enough attention in medical laboratory education and experiments in clinical biochemistry courses. Methods/Approach: The teaching program of clinical biochemistry aims to improve students’ awareness and ability of quality management according to ISO 15189 technical requirements. It is a 4-stage experimental training program to teaching skills: "establish an overall testing process based on the patient's clinical indicator, clarifying principles, improve operational skills, review process and continuous improvement". The program was implemented in our college during the winter semesters of 2019 and 2020. 185 students participate in the program as an experimental group, other 172 students as control group adopt the conventional method. Participants completed an online survey after each class to evaluate the class. Results/Outcomes: The test group had significantly better examination scores not only in experimental operational skills (89.27±7.16 vs. 77.51±4.72, p<0.05 in 2019 grade, 90.31±5.35 vs. 72.87±8.41 in 2020 grade) but also total examination 83.47±6.16 vs. 68.90±5.86 in 2019 grade, 82.42±5.72 vs. 69.55±7.54 in 2020 grade) than the control group. Questionnaire results survey revealed that the test group achieved the classroom goals better and had more positive impact on learning than traditional methods (all p<0.05). Conclusions: A 4-stage experimental training program based on ISO 15189 technical requirements combined with CBL in clinical biochemistry is an effective and acceptable teaching strategy for the conventional training program.

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“…5 Most of these were dependent on virtual learning. 6 For computer-based games; a puzzlefitted method used to develop higher cognitive levels in biochemistry, 7 the use of peer debriefing by Pendleton's rule, 8 Cognitive assimilation theory, 9 application of teamteaching, 10 using the scientific articles, 11 student-centered approaches, 12 case-based learning, 13 rearrangement of the subjects in the biochemistry course, 14 using of fast feedback question strategy 15 and the using of Outcomebased education were developed. According to these strategies, students have been encouraged to propose and participate in research projects, redesign the time for their project-based experimental teaching, and implement a multi-dimensional assessment system.…”

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confidence: 99%

Use of mobile learning applications as an innovative method for the teaching of biochemistry

Abdelazim

Gaber

Adam

et al. 2023

Biochem Molecular Bio Educ

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BackgroundTraditional teaching methods of biochemistry provide effective tools for knowledge transmission, but are considered less engaging with students. Smartphone applications may provide suitable alternatives to compensate for the shortcomings of traditional teaching methods.PurposeThis study aimed to assess the effectiveness of smartphone applications as a complementary method for learning biochemistry.MethodologyA total of 32 students, from the College of Applied Medical Sciences, University of Bisha, Saudi Arabia, were recruited. Students used available mobile applications, and their performance was monitored through assignments, presentations, practical evaluations, and pre‐ and post‐tests. A self‐administered structured questionnaire was used to survey the students' perceptions. It was validated by students enrolled at the College of Applied Medical Science, interns, and medical educators. It was checked for item appropriateness and comprehensiveness using face and content validity.ResultsAround 75% of the students found the mobile applications useful in learning biochemistry, 50% believed that they were easy to use and 100% believed that the breadth of the knowledge presented by these applications was comprehensive. The pedagogical effect of the use of mobile applications in learning biochemistry showed statistically significant differences in student performances post‐use and pre‐use of mobile applications with P values of 0.000, 0.028, 0.023, and 0.000 for tests, assignments, practical evaluation, and presentations, respectively.ConclusionStudents have a positive perception of the use of mobile applications, as it has significantly improved their academic performance in biochemistry.

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Clinical biochemistry teaching: use of peer debriefing by Pendleton's rule as an instructional tool

Cited by 4 publications

References 0 publications

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

Evaluating effectiveness of a 4-Stage Experimental Training Program combined CBL with ISO 15189 technical requirements in clinical biochemistry teaching

Use of mobile learning applications as an innovative method for the teaching of biochemistry

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