Evaluation of the Teaching Approaches of Biochemistry for Medical Students: A Sri Lankan Case Study
- Corresponding Author:
- FMMT Marikar
Department of Biochemistry, Faculty of Medicine
University of Rajarata, Anuradhapura, Sri Lanka
E-mail: [email protected]
Received Date: July 16, 2015 Accepted Date: August 14, 2015 Published Date: August 18, 2015
Citation: Marikar FMMT, Wadige KNH, Lakmuthu SD, Priyanthi MYW, Perera PAJ (2015) Evaluation of the Teaching Approaches of Biochemistry for Medical Students: A Sri Lankan Case Study. J Community Med Health Educ 5:359. doi:10.4172/2161-0711.1000359
Copyright: © 2015 Marikar FMMT, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Teaching Biochemistry courses is extremely difficult in preclinical medical education because of monotonous use of lectures, tutorials, practical and end semester load with end semester examination which is a burden for undergraduates. Purposes of this study are to identify the effectiveness of teaching methods and implementation of the best method of teaching Biochemistry course. Participants of this study were second year medical student (n=177) of Faculty of Medicine, University of Rajarata, Sri Lanka. Two non-compulsory evaluating questions were administered with each of the candidates when they sat for 2nd MBBS Objective Structured Practical Examination (OSPE). The students gave high positive rating for the lectures. The preferred order of the teaching method includes lectures as the first preference and other methods include Student Staff interaction, panel discussion and the least preference was seminar. To conclude it is found that still students prefer lectures because they get more knowledge easily with face to face contact.