THE USE OF MULTIPLE TOOLS FOR TEACHING MEDICAL BIOCHEMISTRY

A.B. Sé, R.M. Passos, A.D Rochadel, A.H. Ono, M. Hermes-Lima

Resumo


The pros and cons of Problem Based Learning (PBL) have been extensively
discussed in the literature. We describe PBL-like strategies used at UnB (some of
them since 1999) that may be useful elsewhere to improve undergraduate
biochemistry teaching with clinical applications. The main activities are: (i) a
seminar/poster system, (ii) a true-or-false applied biochemistry exam (prepared by
peer tutors), (iii) a 9-hour-exam on metabolism (based in actual papers), (iv) an
Advanced Biochemistry course (directed to peer tutors), (v) pizza-and-pasta (for
metabolism teaching) and free radicals (real science for students) experiments,
(vi) the BioBio blog (http://www.biobio-unb.blogspot.com), (vii) student lectures on
health issues directed to the community, and (viii) the BioBio Show. The main
objective of these activities is providing students with a more practical and
entertaining approach to biochemistry using philosophic PBL principles such as
the application of basic knowledge to real situations (diseases, experiments and
scientific discoveries). We also emphasize (a) the importance of peer-tutor activity
for optimized learning of students and peer tutors, (b) the relevance of a closer
interaction between students and professors, and (c) the necessity to initiate
students precociously in actual basic/medical science and contact with the public.
Most activities have been evaluated by the students through written questionnaires
and informal conversations, for several semesters, indicating good acceptance
and approval of these methods.

Palavras-chave


Teaching; Learning; PBL.

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DOI: https://doi.org/10.16923/reb.v5i2.79

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