Does the Use of Case-based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

Abstract

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender. Methods:We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques. Results:We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts. Conclusions:Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.

Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

“…This suggests that there was greater retention of conceptual knowledge following participation in case-based activities. These results are in agreement with previous studies that documented improved knowledge retention after 1, 6, and 9 mo in basic science courses with the supplementation of traditional didactic lecture with casebased learning (25,29). In addition, there was a significant decrease in student performance between the midsemester exams and the posttest for the questions that pertained to material only presented in lecture.…”

“…When case-based learning was used to supplement traditional didactic lectures in an infectious disease course for medical students, increased knowledge retention was documented 1 mo and 6 mo later compared with the use of lectures alone (25). Furthermore, exposure to case-based activities in addition to lecture in a biochemistry course was associated with improved student performance on a retention test administered 9 mo later compared with exposure to other active-learning activities (e.g., concept maps) in addition to lecture (29).…”

“…It has been proposed that exposure to case-based learning as part of a more traditional, didactic course may result in increased knowledge retention compared with more self-directed courses, which utilize primarily problem-based learning (29). Retention refers to a student's ability to remember what they were taught, but retention of this new knowledge fades over time (29,42).…”

“…It has been proposed that exposure to case-based learning as part of a more traditional, didactic course may result in increased knowledge retention compared with more self-directed courses, which utilize primarily problem-based learning (29). Retention refers to a student's ability to remember what they were taught, but retention of this new knowledge fades over time (29,42). For medical students, this means retention of basic science knowledge gained during the early years of a medical program will fade as students progress through their program and, eventually, clinical practice (8,21,31).…”

Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning

“…Until now, the implementation of CBL has been carried out for various purposes. The application of CBL can be used as an approach in achieving concept retention, reasoning abilities; creating interest; encourage better understanding, active participation, and independent learning, and motivating learners to become lifelong learners (Newton et al, 2017). CBL is more effective in improving students' performance, learning outcomes and clinical reasoning and also has high acceptance among medical students (Sulistyoningrum & Lusiyana, 2018); CBL is an excellent educational tool to motivate and promote student learning.…”