Abstract:
The present study investigates the effectiveness of the application of educational concepts in Biochemistry teaching and learning in five selected medical faculties of Sri Lanka. The study used a cross-sectional survey design. The study population was Biochemistry teachers, undergraduates and graduates of five
medical faculties in Sri Lanka. The study instrument was questionnaires, separately designed for teachers,
undergraduates and graduates. The questionnaire consist of statements related teaching and learning,
and educational concepts, with five point Likert scale response. Data were collected through complete
enumeration method. Both descriptive and inferential statistics was used analyse the data. The results
revealed that according the undergraduates’ perception faculty A and B are at highest scoring in Educational concept while teachers’ perception, faculty D and E earn highest scoring for the same. According
to the graduates’ perception, the faculty E received the highest scoring. Similar weakness were observed
in almost all the faculties. The Biochemistry modules are mostly covered traditional didactic teaching
through lecture method and students rarely were given chance for self-directed learning. Even though
faculties collect the feedback, objectives and teaching-learning method have not been modified based on
the feedback. The students’ perception showed that they were doing rote learning by memorizing the
subject targeting the examination question. It is recommended that medical faculties in modify the Biochemistry curriculum with sound educational concepts and the teaching-learning should be improved
further by incorporating student-centred learning approach and students should be encouraged for the
self-directed learning
