Clinical experiences in medical education offer more relevant experiences to students. (HS)

Describes the project at the University of North Carolina Department of Biochemistry to determine whether validated learning materials could be generated by students for the yearly course, and to determine the effects of self-instruction and student authorship upon the class. (Author/PG)

Evidence suggests that a well-developed lecture script on a topic in medical biochemistry can quickly and easily be converted into an effective slide-tape program that is as educationally effective and well-received as one that is painstakingly tailored to the nature of the medium. (LBH)

Describes a new 4-semester chemistry-biochemistry sequence, an integration and condensation of the traditional 5-semester sequence of general chemistry, organic chemistry, and medical biological chemistry, which has been sufficiently successful at the University of Michigan to be worthy of consideration as a component of regular premedical-medical…

A subtopic of cell biology, the structure and function of cell membranes, has been developed as a series of seven self-instructional slide-tape units and tested in five medical schools. Organization of advisers, analysis and definition of objectives and content, and development and evaluation of scripts and storyboards are discussed. (Author/LBH)

The Keller Method requires abolishing lectures as a vehicle of information transfer in favor of a study guide and breaking the biochemistry course into a number of units each to be mastered at the student's own pace. (Editor)

Ten laboratory experiments are described which are used in a successful clinical biochemistry laboratory course (e.g. blood alcohol, glucose tolerance, plasma triglycerides, coronary risk index, gastric analysis, vitamin C and E). Most of the experiments are performed on the students themselves using simple equipment with emphasis on useful…

At the Center for Biomedical Education at the City University of New York, nutrition is integrated into the chemistry-biochemistry sequence of a six-year B.S.-M.D. program. Students perform an actual analysis of a sample of their own food, learning basic techniques and concepts, and also carry on experiments with rats on other diets. (Editor/LBH)

Test performance and attitudes of freshman medical students exposed to various methods of instruction in a biochemistry laboratory are compared. (Editor)

A course, designed to illustrate the correlation of the biochemistry and physiology content of the curriculum with clinical applications, is described. The entire presentation, from introduction and interview of the patient to the correlation of the clinical application with the basic sciences, was managed by the students. (Author/MLW)

Thirty medical students at the University of Otago were randomly chosen to learn clinical biochemistry by the Keller Plan. The rest of the class acted as controls. The randomly selected Keller group scored significantly higher than the control group on a practice/review test and the final examination. (Author/MLW)

A study examined how lecturers received the results of statistical analyses of student evaluations and found that most had not correctly interpreted the analysis, half wanted to improve performance, and 20 percent requested specific guidance. It was concluded that the detailed analysis results should be accompanied by individual discussions. (MSE)