A Quasi-experimental Study on the Use of Retrospective Case Construction to Teach Hepatobiliary Function Test Interpretation to First-Year Medical Students

Background The inclusion of early clinical exposure (ECE) in the medical curriculum has emphasized the importance of developing laboratory interpretation skills among MBBS students. Clinical biochemistry, a critical component of evidence-based medicine, promotes students' understanding of clinical issues. This study examined the impact of biochemical report interpretation as a pedagogical technique for first-year medical students, focusing on hepatobiliary function tests. It analyzes the short- and long-term retention of knowledge and assesses students' perceptions of this method. Methods A single-group, pre-test/post-test quasi-experimental study with a delayed post-test was conducted. Group-based learning was conducted with 120 students following a didactic presentation on hepatobiliary function tests. Assessments were conducted via a pre-test, post-test, and delayed post-test four weeks later using a structured questionnaire with multiple-choice and short-answer questions. Students created retrospective case narratives based on five laboratory results. Data analysis included statistical comparisons of the scores and input from students and facilitators. Results Post-test scores showed significant improvement in students' interpretation skills, particularly in recognizing obstructive jaundice. The delayed post-test scores revealed satisfactory long-term retention. Feedback highlighted the impact of this strategy in promoting conceptual understanding and improving diagnostic accuracy. Conclusions Retrospective case construction significantly improved hepatobiliary function test interpretation skills in first-year medical students, with immediate post-test gains sustained at four weeks.