The use of clinical scenarios and learning of biochemistry in first year students of Medicine

Abstract

Biochemistry is a subject that is difficult for medical students, and its application in clinical practice is not clear. The exercise we did for this paper is related to the “Electrolyte and acid-base balance”. In order to obtain long term learning of biochemistry, we used guided discussion of three clinical scenarios by questionnaires, the elaboration of concept maps and of a game where pH regulation, electrolyte balance, the molecules involved and the alterations in these parameters in different clinical situations were analyzed. The exercise was applied in three intervention groups and three control groups from our Medical School 2011-0 generation, the first one that used a curriculum that incorporates competencies. Long term learning of the contents managed in clinical scenarios (water, acid-base and electrolyte balance and its application in clinical situations), measured in tests applied after the exercise and the development of two competences from the curriculum 2010 were observed in the intervention groups.