Integrated problem based learning for first year medical students: Does it teach biochemical principles?

Harris, Charles L.; Güner, Gül; Arbogast, James G.; Salati, Lisa M.; Shumway, James M.; Connors, John; Beattie, Diana S.

doi:10.1016/s0307-4412(97)00094-0

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Unfortunately such study requires tracking the development of the students in their professional life and is beyond our current capabilities. In addition, differences in teaching goals may help to explain why some studies found that traditional teaching is as effective as more active approaches like problem-based learning [12], while other studies found benefits in the latter approach [13].…”

Section: Part Iii: Interpretation and Discussion Of Resultsmentioning

confidence: 99%

On the convenience of using a computer simulation to teach enzyme kinetics to undergraduate students with biological chemistry‐related curricula

Gonzalez-Cruz

Rodríguez‐Sotres

Rodríguez-Penagos

2003

Biochem Molecular Bio Educ

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Enzyme kinetics is a difficult subject for students to learn and for tutors to teach. During the practicals included in the biochemical courses at the Faculty of Chemistry of Universidad Nacional Autó noma de Mé xico, we found that the students acquire good training in the calculations to obtain kinetic parameters such as K m , V max , optimum pH, etc., but, when they are questioned about the significance of the values and their relationship to enzyme catalysis, many confusing ideas arise. To provide extended practice opportunities that could aid in the learning process we developed computer software that simulates an enzyme assay for lactate dehydrogenase, named enzsimil, that was used as well as the practical sessions. We tested three different levels of guidance to work with enzsimil, scripts where the students had to follow detailed (guided), intermediate (semiguided), or minimal (unguided) instructions, and for comparison, one group had a session of solving problems in class extracted from the program (class), and one more group had no additional sessions (control). After their respective sessions, the students either wrote a report or completed their script and undertook a laboratory practical. At the end, an exam was applied to all students. The reports and exams were graded, and the performance of the experimental groups was subjected to a statistical analysis. In addition, we carefully read the answers trying to identify the more common errors and misconceptions. The study revealed that there are statistically significant benefits in the use of the program. The semiguided scheme was more convenient to help the student in the short term for the preparation of better reports, while in the long term, both the semiguided and unguided groups performed equally well. These results are discussed in terms of the convenience of guided or unguided teaching strategies in computer-assisted learning.

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Section: Part Iii: Interpretation and Discussion Of Resultsmentioning

confidence: 99%

On the convenience of using a computer simulation to teach enzyme kinetics to undergraduate students with biological chemistry‐related curricula

Gonzalez-Cruz

Rodríguez‐Sotres

Rodríguez-Penagos

2003

Biochem Molecular Bio Educ

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“…According to Ref. 26, students are expected to 1) correlate information from different disciplines; 2) realize the relevance of basic sciences ( e.g. mathematics); 3) retain more information from basic sciences; 4) become self‐tutors; 5) develop communication and team work skills.…”

Section: The Heuristic Approachmentioning

confidence: 99%

“…Problem‐based learning is considered a positive initiative around the globe [9, 26, 28–30]. Nevertheless, this new methodology is far from being faultless.…”

Section: The Heuristic Approachmentioning

confidence: 99%

Dealing with the challenges of teaching molecular biophysics to biochemistry majors through an heuristics‐based approach

Castanho

2002

Biochem Molecular Bio Educ

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The main distinction between the overlapping fields of molecular biophysics and biochemistry resides in their different approaches to the same problems. Molecular biophysics makes more use of physical techniques and focuses on quantitative data. This difference encounters two difficult pedagogical challenges when teaching molecular biophysics to biochemistry majors; an aversion to math, "Mathematophobia," combined with little appreciation for the importance of models in scientific progress. To overcome these problems, I have used an heuristic approach to student learning. Although inspired by problem-based learning, it has a lesser demand for material resources and can be managed by a single teacher in small classes. This approach is especially suited for elective courses in the final years of a program of study. It consists of teaching/touching the art of discovery by turning laboratories into original research projects and lectures into seminars.

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Integration of Clinical and Scientific Principles in the Teaching of Drug-Drug Interactions

2021

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Integrated problem based learning for first year medical students: Does it teach biochemical principles?

Cited by 5 publications

References 6 publications

On the convenience of using a computer simulation to teach enzyme kinetics to undergraduate students with biological chemistry‐related curricula

On the convenience of using a computer simulation to teach enzyme kinetics to undergraduate students with biological chemistry‐related curricula

Dealing with the challenges of teaching molecular biophysics to biochemistry majors through an heuristics‐based approach

Integration of Clinical and Scientific Principles in the Teaching of Drug-Drug Interactions

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