Article citationsMore >>

Cai YY, Chui CK, Ye XZ, et al. 2004. Simulation-based virtual prototyping of customized catheterization devices. ASME Transaction Journal of Computing and Information Science in Engineering, 4(2), 132-9.

has been cited by the following article:

Article

Biochemistry Education for Medical Students Based on Educational Games: Using flash player and Micro-soft Power Point

1Cellular and Molecular Biology Research Center (CMBRC), Health Research Institute, Babol University of Medical Sciences, Babol, Iran

2Department of Clinical Biochemistry, Faculty of Medicine, Babol University of Medical Sciences, Babol, Iran

3Veterinary Office, Mazndaran, Iran

4Azad Islami University of Sari, Sari, Iran


American Journal of Educational Research. 2017, Vol. 5 No. 5, 482-486
DOI: 10.12691/education-5-5-4
Copyright © 2017 Science and Education Publishing

Cite this paper:
Durdi Qujeq, Hassan Talbezadeh, Ali Taleshi. Biochemistry Education for Medical Students Based on Educational Games: Using flash player and Micro-soft Power Point. American Journal of Educational Research. 2017; 5(5):482-486. doi: 10.12691/education-5-5-4.

Correspondence to: Durdi  Qujeq, Cellular and Molecular Biology Research Center (CMBRC), Health Research Institute, Babol University of Medical Sciences, Babol, Iran. Email: d.qujeq@mubabol.ac.ir, dqujeq@gmail.com

Abstract

This study was carried out in an attempt to increase students’ learning efficiency and understanding of how chemical structure and metabolism relate to disease. We aimed to develop a novel edutainment technology for learning medical biochemistry. Educational games based on as a software biochemical structures and pathways, biochemistry books, a flash player and a micro- soft power point were developed. The biochemical games were designed for two semesters for medical students taking a biochemistry course (Biochemistry 1 and 2). The game consisted of 34 pictures and pathways labeled with the names of major main categories of medical biochemistry. One week before playing the games, medical students were asked to study about the biochemical pathways and the bibliography was indicated. On the day of the game, a review session about the subjects was conducted by the head professor. After that, all medical students were asked to answer a test (Pre-test), to check their previous knowledge before playing the games. Finally after playing biochemical games, all medical students were asked to answer a test (post- test). More than 90% of medical students commented that the educational games helped them to get goals and objectives of biochemical contents. Also, medical students found that biochemical games methods are helpful. Most medical students agreed that playing biochemical games after taking the test were more helpful in learning the structure and metabolism than in learning the chemical structure and metabolism playing biochemical games before taking the test. Our results indicate that medical students’ satisfaction, knowledge, skills and their behaviors improved after using biochemical games. In addition, the present study demonstrated that using biochemical games as an educational tool improved educational outcomes. This issue shows learning efficacy of biochemical game methods.

Keywords