An Insight into The Perceptions of Biochemistry Teachers Regarding Innovative Teaching Methodologies Employed in Integrated Medical Curriculum
Keywords:
Faculty perception, Biochemistry, innovative teaching methodologiesAbstract
Objective: The objective of the study was to analyze perceptions of medical teachers on newer methodologies used in teaching biochemistry in the integrated medical curriculum
Study design: Cross sectional study observational study.
Settings: The department of Biochemistry, University Medical & Dental College Faisalabad.
Duration: 15th January, 2025 to 15th June, 2025
Methods: The ethical approval was obtained from Ethical review committee of The University of Faisalabad, 52 faculty members from Biochemistry departments of various medical colleges across Pakistan participated in the study. Informed consent was taken; data was collected from participants using a structured questionnaire followed by statistical analysis using IBM SPSS software.
Results: Most medical teachers were satisfied with the modern interactive teaching methods. The practice most liked was Case-based learning (44,84.6% teachers), followed by small group discussions (42,80.7%) and then, large group interactive sessions (40,76.9%). However, only 32(61%) teachers supported the flipped classroom method. A statistically significant association was found between teachers’ satisfaction levels and different teaching methodologies when analyzed using the Pearson Chi-square test.
Conclusion: Biochemistry teachers accepted the innovative teaching methodologies as these are useful in promoting student centered teaching, engagement and improving the outcomes of teaching in integrated medical curriculum. Broader faculty adoption of these strategies may enhance teaching quality and learning outcomes..
Downloads
References
Karkera S., Devendra N., Lakhani B., Manahan K., Geisler J.A review on modern teaching and learning techniques in medical education. JETM [Internet]. 2024 Jan. 26 [cited 2026 Jan. 21];2(1). Available from: http://journals.eikipub.com/index.php/jetm/article/view/128
2. Ghosh A, Bir A (April 02, 2023) Evaluating ChatGPT's Ability to Solve Higher-Order Questions on the Competency-Based Medical Education Curriculum in Medical Biochemistry. Cureus 15(4): e37023. DOI 10.7759/cureus.37023
3. Makhmudov U. Innovative methods of teaching medical students: a comprehensive review. J Clin Biomed Res [Internet]. 2026 Jan. 15 [cited 2026 Jan. 22];1(1):114-9. Available from: https://medjournal.it.com/index.php/jcbr/article/view/20
4. Huang, J., Huang, C., Chen, J., & Huang, K. (2024). Perception of clinical teachers about their roles and current practice at affiliated hospitals of medical universities in China. Medical Education Online, 29(1). https://doi.org/10.1080/10872981.2024.2325182
5. Charokar, K., & Dulloo, P. Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner. Journal of advances in medical education & professionalism, (2022). 10(3), 135–144. https://doi.org/10.30476/JAMP.2022.94833.1609
6. Zulfiqar RF, Zardari RA, Mehboob Baig I, Kazmi T. Learners Centered Comparison of Large Group Interactive Session Versus Conventional Lecture: Basic Medical Sciences : Interactive Sessions vs. Lectures in Basic Sciences. HPEJ. 2025 Jun. 30;8(1):26-30. Available from: https://journals.uol.edu.pk/medicaleducator/article/view/3622
7. Badge A, Chandankhede M, Gajbe U, et al. Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education. (January 21, 2024) Cureus 16(1): e52655.
a. DOI: https://10.7759/cureus.52655
8. Darmayani, I.G.A.S., Effectiveness of Small Group Discussions (SGD) to Improve Learning Outcome and Critical Thinking in Medical Student: a Literature Review. Bali Medical Journal 2023. 12(1): 1179-1182. DOI: 10.15562/bmj. v12i1.4430
9. Fromke, Eric J., Jordan S.G. , Awan O.A. Case-based Learning: Its Importance in Medical Student Education. August 2022Volume 29. Academic Radiology, Issue 8, 1284 – 1286. DOI: 10.1016/j.acra.2021.09.028
10. Tsekhmister Y. Effectiveness of case-based learning in medical and pharmacy education: A meta-analysis. Electron J Gen Med. 2023;20(5): em515. https://doi.org/10.29333/ejgm/13315
11. Spaic D, Bukumiric Z, Rajovic N, Markovic K, Savic M, Milin-Lazovic J, Grubor N, Milic N, Stanisavljevic D, Despotovic A, Bokonjic D, Vladicic Masic J, Janicijevic V, Masic S, Milic N. The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis. J Med Internet Res 2025;27:e60757
doi: 10.2196/60757
12. Nichat A, Gajbe U, Bankar N J, et al. (November 03, 2023) Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills. Cureus 15(11): e48199. DOI 10.7759/cureus.48199..
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
