Impact of the implementation of clinical cases and experimental practices on the academic performance of second-semester students in Medical Biochemistry.
Abstract
Introduction: Medical Biochemistry is a fundamental subject in the training of medical students, although it is often perceived as abstract and difficult to understand. This situation impacts on poor academic performance and the poor connection with clinical practice. Objective: To evaluate the impact of a teaching strategy based on clinical cases and experimental practices on the academic performance of second-semester students in the subject of Medical Biochemistry. Methods: A quasi-experimental study with 137 students distributed in four parallel classes. A pedagogical intervention was applied integrating clinical case analysis with laboratory practices. Learning was assessed using a theoretical pretest, an integrative clinical posttest, and practical grading. Student t-tests, ANOVA, and Pearson correlation were used. Results: Academic performance improved significantly after the intervention (M pretest = 4.57; M posttest = 8.43; p < 0.001), with a large effect size (d = 1.13). The ANOVA analysis revealed significant differences between parallel subjects (p < 0.001). A moderate positive correlation was observed between the posttest and the overall theoretical-practical average (r = 0.640; p < 0.001). Conclusions: The implementation of clinical cases and experimental practices had a positive impact on academic performance, promoting meaningful learning and the integration of biochemical theory and clinical reasoning. Their systematic application in the basic medical sciences curriculum is recommended.
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