Introducing TBL in Clinical Biochemistry: Perceptions of Students and Faculty

Abstract

This article was migrated. The article was not marked as recommended. Clinical biochemistry is one of the foundational sciences essential for preparing medical students to achieve the optimal benefit of their clinical experience. In the Faculty of Medicine of King Abdulaziz University (FOM-KAU), clinical biochemistry is taught as a core course and system-based modules in 2nd, 3rd and 4th year. The teaching strategy is mainly teacher-centered, with lecture comprising the highest percentage among teaching methods, while self-directed learning (SDL) receiving the lowest percentage.The aim of this study was to evaluate the current teaching methods of clinical biochemistry at the FOM-KAU, while concurrently assessing the need for introducing a new student-centred teaching method. This was done through evaluating the level of knowledge, interest, and attitude of medical students and teaching faculty in Team Based Learning (TBL) in clinical biochemistry courses.The results of this study revealed that almost half of the second year medical students did not enjoy attending clinical biochemistry lectures. In addition, approximately half of them recall only 30% of the information they have learned one year after the exam. On the other hand, more than 50% of them enjoyed solving problems /cases, and doing activities during the session. At the same time students and academic staff members had some concerns regarding introducing TBL as a new teaching method. In conclusion, the current teaching methods of clinical biochemistry at the FOM-KAU needs to be modified, with introducing more student-centered teaching methods, like TBL. However, students' concerns such as team work, and faculty concerns regarding student preparation need to be addressed carefully with the participation of all stakeholders. Workshops to teach both students and faculty the elements of TBL would be of great benefit to address any concerns.