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Background <p>Contemporary clinical biochemistry practice involves responding to existing and new diagnostic challenges in real time. To better prepare future biochemistry graduates, we introduced real patient cases, which students used to develop concept maps. This study explores the impact of clinical case-based concept mapping by the students on their learning experience and academic outcomes.</p> Methods <p>Participants were Master students undertaking clinical biochemistry in a laboratory medicine course at an Australian institution from February 2019 to June 2023 (<i>n</i> = 238). Students collaborated with peers to analyze case reports drawn from the provided literature resources and generated concept maps to elucidate the scientific rationale and biochemistry behind real-life diseases. Students completed an anonymous, prevalidated university-based online course questionnaire to evaluate their learning experience and the quality of teaching. Pre and post analysis of academic grades since the introduction of clinical case-based concept mapping was also undertaken. Descriptive and inferential statistics were calculated for the quantitative data, whereas a content analysis was conducted for the qualitative data.</p> Results <p>A total of 98 out of 238 students responded to the course survey. A significant increase in students’ satisfaction following the implementation of clinical case-based concept mapping (<i>p</i> = .003) was found, with a concomitant improvement in their perception of teaching quality (<i>p</i> = .008). We also found a significant association of academic grades with clinical case-based concept mapping supported with higher grades and pass rates. Qualitative data indicated that students found that the use of patient case reports and concept maps enhanced their knowledge retention, application, and critical thinking abilities. Besides that, the students also experienced collaborative learning and fostered interpersonal communication skills.</p> Conclusions <p>Clinical case-based concept mapping by the students improves their satisfaction, perception of teaching quality, and overall academic outcomes. The exercise enhances curiosity to investigate real-life diseases and develop collaborative learning, critical thinking and problem-solving skills. Future research should explore this instructional design across other disciplines and fields.</p>

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Understanding clinical biochemistry through case-based concept mapping by the students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月11日

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  • Yuh Ping Chong,
  • Nikos Thomacos,
  • Elizabeth Verghese,
  • Ahsan Sethi

摘要

Background

Contemporary clinical biochemistry practice involves responding to existing and new diagnostic challenges in real time. To better prepare future biochemistry graduates, we introduced real patient cases, which students used to develop concept maps. This study explores the impact of clinical case-based concept mapping by the students on their learning experience and academic outcomes.

Methods

Participants were Master students undertaking clinical biochemistry in a laboratory medicine course at an Australian institution from February 2019 to June 2023 (n = 238). Students collaborated with peers to analyze case reports drawn from the provided literature resources and generated concept maps to elucidate the scientific rationale and biochemistry behind real-life diseases. Students completed an anonymous, prevalidated university-based online course questionnaire to evaluate their learning experience and the quality of teaching. Pre and post analysis of academic grades since the introduction of clinical case-based concept mapping was also undertaken. Descriptive and inferential statistics were calculated for the quantitative data, whereas a content analysis was conducted for the qualitative data.

Results

A total of 98 out of 238 students responded to the course survey. A significant increase in students’ satisfaction following the implementation of clinical case-based concept mapping (p = .003) was found, with a concomitant improvement in their perception of teaching quality (p = .008). We also found a significant association of academic grades with clinical case-based concept mapping supported with higher grades and pass rates. Qualitative data indicated that students found that the use of patient case reports and concept maps enhanced their knowledge retention, application, and critical thinking abilities. Besides that, the students also experienced collaborative learning and fostered interpersonal communication skills.

Conclusions

Clinical case-based concept mapping by the students improves their satisfaction, perception of teaching quality, and overall academic outcomes. The exercise enhances curiosity to investigate real-life diseases and develop collaborative learning, critical thinking and problem-solving skills. Future research should explore this instructional design across other disciplines and fields.