Comparison of Lecture and Blended Teaching Methods on Learning and Satisfaction of Medical Students in Biochemistry Course

Introduction: Considering the importance of biochemistry for medical students, its teaching methods are important. Using the appropriate teaching methods, teachers are trying to improve the effective learning and knowledge retention of students. The aim of this study was to determine the effects of lecture and blended teaching methods on learning of medical students in biochemistry course and also to assess students’ satisfaction from the blended method. Methods: In this quasi-experimental study, 60 medical students of Baqiyatallah (a.s) University of Medical Sciences who had selected biochemistry in the academic year 2011-2012 were randomly divided into two groups as experiment and control. To assess their knowledge, students were given a pre-test. Then, the control group received instruction through lecture method and the experiment group formed 5-member subgroups and received instruction through a blend of lecture and group discussion method. Then, both groups took a post-test. Also, the attitude of experimental group was assessed by a researcher-made Likert scale questionnaire. The data were analyzed through INSTAT software using t-test. Results: There was no statistically significant difference between the mean of pre-test and post-test scores in the two groups. Students in the experiment group, believed the method leads to a better feeling (63%) and satisfaction (96%) about biochemistry course, internal motivation to learn biochemistry (43%), and a better student and teacher relationship (96%). Conclusion: Blended teaching method could be useful in teaching biochemistry of medical students by promoting learner's internal motivation, increasing learning and satisfaction.