Smart Teaching Tools: A Case-based Learning Model in Biochemistry at the Faculty of Medicine, Al-Zaeim Al-Azhari University, Sudan

Introduction: Biochemistry is a foundational yet challenging discipline in medical education. Traditional lecture-based teaching often promotes rote memorization over deep conceptual understanding. Case-Based Learning (CBL) addresses this by framing scientific concepts within clinical scenarios to enhance relevance. While CBL has anecdotal support, its efficacy requires rigorous local evaluation. This study assessed CBL within the integrated medical curriculum at al-Zaeim al-Azhari University, Sudan. Methods: This intervention-based case study involved first-year medical students (n=140) in a Nutrition and Metabolism course. Didactic lectures were followed by a directed CBL intervention. Students were divided into 13 small groups to analyze and present clinical cases. Data were collected via pre- and post-course student questionnaires and a facilitator feedback form. Quantitative data from these surveys were analyzed to determine the interventions impact. The majority of students recognized the importance of biochemistry for basic sciences (79%) and clinical medicine (73.3%) even before the intervention. Post-CBL, a significant shift was observed, with 65.5% of students reporting an improved understanding of clinical relevance. Furthermore, (74.2%) agreed that CBL successfully integrated biochemical knowledge with clinical scenarios. While (60%) found metabolism challenging, over (70%) affirmed its necessity. Facilitators unanimously reported that CBL improved students analytical skills, deep learning, and active participation, strongly endorsing its continued use. The integration of a directed Case-Based Learning model significantly enhanced medical students appreciation of the clinical relevance of biochemistry and improved their understanding of complex metabolic topics. The method was positively received by both students and faculty, effectively bridging the gap between basic science and clinical application. It is recommended that CBL be further integrated into the medical biochemistry curriculum to promote a more engaging, student-centered, and effective learning environment.