A study of the competency of third year medical students to interpret biochemically based clinical scenarios using knowledge and skills gained in year 1 and 2. Issue 2 (23rd February 2016)

• Record Type: Journal Article
• Authors: S. Gowda, Veena Bhaskar; Nagaiah, Bhaskar Hebbani; Sengodan, Bharathi
• Is Part Of: Biochemistry and molecular biology education. Volume 44:Issue 2(2016:Mar./Apr.)
• Page Start: 202
• Page End: 207
• Publication Date: 2016-02-23
• Subjects: competency -- biochemistry -- clinical scenarios -- integrated curriculum; Biochemistry -- Study and teaching -- Periodicals; Molecular biology -- Study and teaching -- Periodicals; 572.071
• DOI: 10.1002/bmb.20936
• Languages: English
• ISSNs: 1470-8175

Abstract

Abstract: Medical students build clinical knowledge on the grounds of previously obtained basic knowledge. The study aimed to evaluate the competency of third year medical students to interpret biochemically based clinical scenarios using knowledge and skills gained during year 1 and 2 of undergraduate medical training. Study was conducted on year 3 MBBS students at AIMST University, Malaysia. Clinical scenarios (25) were constructed and administered to student volunteers, making sure at least one question from each system of year 2 was represented. Feedback was obtained on a five‐point Likert scale regarding perception of learning biochemistry in MBBS year 1 versus 2. Mean score of test was 18 (72.11%). Performance was comparatively better in questions related to topics learnt in year 1 and reinforced in year 2 compared to those learnt for first time in year 2. In the feedback obtained, 31% strongly agreed and 56% agreed understanding the subject was helped more by learning biochemistry in year 2 than in year 1. Likewise, 36% strongly agreed and 56% agreed appreciating the importance of biochemistry in patient diagnosis was helped more by learning biochemistry in year 2 than year 1. Thirty one percent strongly agreed and 54% agreed that year 1 biochemistry would have been more relevant if case discussions were done simultaneously. Students retain basic science subjects better and appreciate the importance of basic sciences in patient diagnosis if they are reinforced in the context of clinical situations. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:202–207, 2016.