TEACHING IN THE MULTI-LEVEL BIOCHEMISTRY STUDENTS
1 University of Granada (SPAIN)
2 Genyo (SPAIN)
About this paper:
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
Abstract:Biochemistry is developed in the first semester of the first course of many Biomedical degrees (Medicine, Odontology, Physiotherapy and Sport Sciences). At the same time other subjects such as Anatomy, Physiology, Histology, etc are developed. This subject is being considered one of the most difficult during the first course. However, improving knowledge in Biochemistry is very necessary for a better comprehension of other related subjects, as well as for their professional abilities. When teaching this subject, professors want students to understand it and know its applicability. To carry out this strategy of reinforcing the role and the relevance of Biochemistry, we contextualized learning using different methodologies such as problem solving exercises, case-studies, and by the use of laboratory classes that present concepts through real life situations that are highly relevant to their future career.
We conducted an anonymous questionnaire in two different Campus, Granada and Melilla, and 6 different bachelors. A total of 228 students participated (53,7 %).
When reviewing the questionnaires we can see that although 56% of the students come from branches of science, the content of the practical part, seminars and problem-based learning has helped them to better understand the subject (74,7%).
Students indicated that cases enabled them to focus on the impact of Biochemistry for their future profession, improving their understanding on these topics and enabling them to appreciate how information from the subject could be applied to clinical issues. That is why case-studies were remarked as a positive component of students' learning.
To summarize, our findings show that students and learning facilitators are highly motivated by the diversity of learning activities, particularly due to the emphasis on correlating theoretical knowledge with their future professional development. The analysis of students’ perception questionnaires permits concluding that the approach undertaken yields results that surpasses the traditional teaching methods.
Keywords: Biochemistry, problem-based learning.