Abstract:

This study investigates the implementation of active and experimental learning strategies within the fourth-year Biochemistry and Molecular Biology program at the University of the Basque Country. Over an extensive eight-year period, the research aimed to discern the influence of distinct instructional approaches on various aspects of the student academic experience. Specifically, the study assessed student satisfaction, initial and final interest in the subject, and interaction with faculty.

The results indicate a significant enhancement in student satisfaction, engagement, and learning outcomes following the introduction of research-based learning (RBL) methodologies. Notably, the implementation of RBL from the onset led to heightened interest and satisfaction, underscoring the transformative potential of an integrated RBL approach within the educational context.

Furthermore, the findings highlight the effectiveness of RBL in fostering deeper student engagement and enthusiasm for advanced scientific education. The incorporation of RBL strategies promoted a more immersive and interactive learning experience, bridging the gap between theoretical knowledge and practical application.

Overall, this study contributes to the growing body of evidence supporting the adoption of RBL methodologies in higher education. The findings underscore the importance of innovative pedagogical approaches in promoting student-centered learning and preparing students for the dynamic demands of their future careers in biochemistry and molecular biology

Keywords:

Research-based learning, biochemistry, strategy, methodology.