Case-based Learning Combined with Concept Mapping improves medical students' learning outcomes of biochemistry

Abstract

Abstract Background: Case-based learning (CBL) and concept mapping (CM) are two important strategies in medical education. This study aimed to assess the effects of CBL combined with CM on medical students' learning in biochemistry course via comparison with didactic lectures. Methods: A total of 60 medical students from Hunan University of Medicine (China) in the first semester of their sophomore year were included in this study. Among them, 30 students were introduced to the innovative program consisting of CBL and CM, and 30 students attending didactic lectures formed the control group. A terminal examination and Likert questionnaires were employed to investigate the efficacy and possible advantages of the combination of CBL and CM when compared with didactic lectures. Results: Students attending the innovative program got higher scores in the final examination than those received didactic lectures. Majority students enjoyed the combination use of CBL and CM, and they generally approved oftheir positive effects on improving logical thinking abilities and helping to bridge the gap between the basic science and clinical practice. Moreover, 90% (27/30) students declared they would use CBL and CM in their future studies and works. Conclusion: The combination of CBL and CM had positive effects on learning outcomes of biochemistry and medical students' opinions regarding their combination were overwhelmingly positive.