Teaching biochemistry poses significant challenges in undergraduate medical education. Case-based learning (CBL) and concept mapping (CM) are two widely recognized instructional strategies in medical education. This study aimed to integrate CBL with CM in biochemistry teaching and evaluate the combined effects of these strategies on medical students' learning outcomes, compared to traditional didactic lectures. This study included 60 second-year medical students from Hunan University of Medicine (China) in their first semester. Participants were randomly assigned to two groups: a control group (n = 30) that received traditional didactic lectures, and an innovation group (n = 30) that participated in a CBL- and CM-based program. A final examination and Likert-scale questionnaires were used to evaluate the effectiveness and potential advantages of the innovative approach compared to conventional lectures. Students who participated in the innovative program achieved significantly higher final examination scores than those who received traditional didactic lectures. The majority of students enjoyed using CBL combined with CM, with their overall preference for this combined approach scoring 4.93 out of 5. Notably, the highest-rated aspect (4.97/5) was the combination's effectiveness in enhancing logical thinking abilities, while its role in bridging the gap between basic science and clinical practice also received a high score of 4.83/5. The innovative program integrating CBL and CM not only led to higher academic performance compared to the traditional course but also received overwhelmingly positive feedback from students. They particularly valued the combined use of CBL and CM for enhancing their logical thinking skills and bridging the gap between basic science and clinical practice.
Zhou et al. (Thu,) studied this question.