Title

Effect of case-based learning biochemistry among first-year medical students

Authors

Mamta Singh¹ & Geetika Singh^2,*

Affiliation

¹Department of Biochemistry, Netaji Subhas Medical College and Hospital, Bihta, Patna, Bihar, India; ²Department of Community Medicine, Netaji Subhas Medical College and Hospital, Bihta, Patna, Bihar, India; *Corresponding author

Email

Mamta Singh - E-mail: mamtagoal11@gmail.com
Geetika Singh - E-mail: singgeet@gmail.com

Article Type

Research Article

Date

Received February 1, 2026; Revised February 28, 2026; Accepted February 28, 2026, Published February 28, 2026

Abstract

Conventional didactic biochemistry teaching lacks clinical correlation and student engagement. Therefore, it is of interest to compare Case-Based Learning (CBL) versus traditional lectures in 85 first-year MBBS students using pre-post knowledge scores and a 10-item Likert scale perception questionnaire. CBL significantly improved median knowledge scores from 6.0 (IQR: 5.07) to 7.0 (IQR: 6.08) with high student satisfaction (weighted mean 4.23/5). Students valued CBL's interactivity, clinical relevance, critical thinking promotion and curriculum integration. CBL advances undergraduate biochemistry education as an effective, well-received interactive strategy bridging theory and practice.

Keywords

Case-based learning, biochemistry education, medical students, active learning, undergraduate medical education

Citation

Singh & Singh, Bioinformation 22(2): 783-788 (2026)

Edited by

Vini Mehta

ISSN

0973-2063

Publisher

Biomedical Informatics

License

This is an Open Access article which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. This is distributed under the terms of the Creative Commons Attribution License.