CASE-BASED LEARNING METHOD IN MEDICAL BIOCHEMISTRY EDUCATION

In medical biochemistry education, which is a field where students are faced with a large amount of theoretical content, new method searches are gaining importance. It is observed that some modern methods are discussed more and tried in different centers along with the searches for new teaching methods. Newer teaching methods such as Case-Based Learning (CBL) and Problem-Based Learning (PBL), which are different from traditional teaching methods, have been increasingly highlighted as topics of research and discussion in recent years. An increasing number of studies are being published on each of these studies, and various studies conducted at different universities have been reported, especially comparing their superiority with the traditional method or with each other. Even studies have been reported that combine the two and report their superiority over the traditional lecture method. It would be beneficial for medical education researchers to establish standards by organizing workshops and task forces with multidisciplinary participation to develop such guidelines. Medical Biochemistry education bridges basic scientific knowledge with clinical cases. Across all comparative studies conducted on Case-Based Learning methods in Biochemistry courses, the superiority of CBL over traditional lecture-based formats has been consistently highlighted, with both students and instructors expressing their appreciation for the method. Therefore, CBL should be more widely implemented in theory-heavy and memorization-driven fields like Medical Biochemistry, with the goal of enhancing the overall quality of education in these courses.