Effectiveness of biochemistry teaching-learning and educational concepts of Medical Schools

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