ArticleBioinformation2026
Effect of case-based learning biochemistry among first-year medical students.
Article in Bioinformation, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
2 authors.
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Abstract
Conventional didactic biochemistry teaching lacks clinical correlation and student engagement. Therefore, it is of interest to compare Case-Based Learning (CBL) versus traditional lectures in 85 first-year MBBS students using pre-post knowledge scores and a 10-item Likert scale perception questionnaire. CBL significantly improved median knowledge scores from 6.0 (IQR: 5.07) to 7.0 (IQR: 6.08) with high student satisfaction (weighted mean 4.23/5). Students valued CBL's interactivity, clinical relevance, critical thinking promotion and curriculum integration. CBL advances undergraduate biochemistry education as an effective, well-received interactive strategy bridging theory and practice.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.