Document Details

Document Type : Thesis 
Document Title :
TRANSFORMING TRADITIONAL BIOCHEMISTRY COURSE TO PROMOTE APPLICATION AND CRITICAL THINKING THROUGH ACTIVE LEARNING
تحويل محضرات الكيمياء الحيوية السريرية التقليدية لتعزيز التطبيق و التفكير الناقد من خلال التعلم النشط
 
Subject : Faculty of Medicine 
Document Language : Arabic 
Abstract : At King Abdulaziz University (KAU), biochemistry is still taught in the form of didactic lectures, and there is a need for introducing active learning. Team Based Learning (TBL) has gained popularity in medical education and has been implemented at several universities. At KAU, it has not been explored, how students would respond to TBL. In this case-control study, we aimed to introduce TBL sessions to second year Clinical Nutrition students during a molecular biology course, and compare learning outcomes with Nursing students who received the course through traditional didactic lectures. We further used a mixed-method approach in the form of focused group discussion and a self-administered online questionnaire to gain insight into how Saudi students think of the TBL experience. When assessing post-course exam results of recall and reasoning questions, Nursing students scored an average of 38%±2.4 in the recall questions while Clinical Nutrition students scored an average of 74.5±4.3 (p<0.0001). Similarly, Nursing students showed a lower percentage in the reasoning questions 23%±2.7 compared to 40±4.2 for Clinical Nutrition students (p<0.001). This was also reflected in the summative exam results. Indicating that TBL enhanced the retention of knowledge and the better understanding of the material. Qualitative studies revealed that accountability and working in teams was one of the most positive aspects perceived by students regarding TBL, while difficulty of self-study was the main challenge. Overall students stated high satisfaction with the experience. In conclusion, TBL can be a successful teaching modality that can be introduced to transform traditional biochemistry courses to promote active learning and enhance students’ engagement. 
Supervisor : Dr. Lana Alshawwa 
Thesis Type : Master Thesis 
Publishing Year : 1441 AH
2019 AD 
Added Date : Wednesday, September 25, 2019 

Researchers

Researcher Name (Arabic)Researcher Name (English)Researcher TypeDr GradeEmail
علياء عمرو العاموديAlamoudi, Aliaa AmrResearcherMaster 

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