Basic Principles in the Application of Problem-Based Learning in Medical Biochemistry Education

Although the methods of applied education vary, it is well-known that medical faculties are among the faculties with the most intensive curriculum across all universities. In the medical education system applied throughout our country, the aim is to build a strong medical foundation by starting with an intensive theoretical curriculum, with basic science courses predominantly taught during the first three years. Following this, the objective is to provide clinical training through practical rotations in clinics, building on the acquired foundational knowledge. However, some challenges are encountered in the traditional lecture-based approach, particularly in delivering theoretical courses during the first three terms. As an alternative to the traditional teaching method, the problem-based learning (PBL) model, which was first introduced in the 1960s at McMaster University Faculty of Medicine in Canada, has been developed. Today, this model is widely used in medical education globally, either as a standalone method or in combination with traditional approaches. Medical biochemistry, which evolved in the 19th and 20th centuries and has become a significant field that bridges basic and clinical medical knowledge in the 21st century, has a detailed and comprehensive curriculum. Given its importance in medical education, as well as its broad and detailed scope, different teaching methods are required for the effective and long-lasting retention of medical biochemistry knowledge. The problem-based learning method, which promotes interactive learning, encourages students to research and access new information, and motivates them to work collaboratively in a student-centered, brainstorming-based group setting, offers a strong alternative to classical lecture-based teaching in medical biochemistry. Research has also highlighted the numerous benefits of using problem-based learning in medical biochemistry education. Incorporating problem-based learning into the curriculum of faculties offering medical biochemistry education could enhance the quality of education. In this study, it is aimed to discuss the effects of problem-based learning method on medical biochemistry education with the current literature.