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Volume 4 Issue 1
Coden: IJMRHS
th
Received: 25 Sep 2014
Revised: 10th Oct 2014
Research article
Copyright @2014
ISSN: 2319-5886
Accepted: 5th Nov 2014
Associate Professor, 2Professor and Head, Department of Biochemistry, Bidar Institute of Medical Sciences,
Bidar, Karnataka.
*Corresponding author email: vittal.bg@gmail.com
ABSTRACT
Background: Biochemistry is taught for 1st MBBS students without much emphasis on its relevance to medicine.
This makes the subject less interesting for students. Medical Council of India (MCI) in its revised regulations on
graduate medical education has started the process of integration of medical teaching. Objectives: Study intends
to identify the areas of biochemistry subject for multidisciplinary, integrated teaching that will help in framing an
effective educational programme. Methodology: MBBS curriculum based on the Medical Council of India
regulations on graduate medical education 1997 was obtained. Course content of each subject was discussed with
two subject experts of concerned speciality. Subject content that overlaps with biochemistry or topics that need
preliminary knowledge of biochemistry for better understanding of concerned subject were noted, as they form
potential areas for integrated teaching. Information gained from all ten major subjects was compiled to arrive at
results. Results: Nearly 75% of topics (90 classes) could be taught by integrated teaching. Topics like Chemistry
of biomolecules, Bioenergetics, Quality control and few metabolic pathways (30%) were not amenable for
integrated teaching. Conclusion: Biochemistry can be made more relevant to learner by use of integrated
teaching. MCI has recommended multidisciplinary integration of subjects and our study is a humble beginning in
this direction.
Key words: Biochemistry, Integrated teaching.
INTRODUCTION
Biochemistry is a subject taught to MBBS students
during their first year of medical education. It is
taught to the students without much emphasis on its
relevance to life in health and disease. It makes the
subject less interesting and less relevant. Use of
clinical correlations try to bridge the gap, however,
students more often fail to understand them due to
lack of clinical exposure. Similarly during III-MBBS,
students find it difficult to comprehend the molecular
basis of disease which is an essential component for
understanding pathophysiology and natural course of
the disease. Integrated teaching paves the way for
Vittal et al.,
RESULTS
Topics and subject areas that need integration with Biochemistry for better understanding of subjects are shown
below. (Table-1 to 10)
Table: 1.Topics that can be integrated with Anatomy
Hormones of
Neurotransmitters
Gametogenesis, Uterine cycle,
Enzymes of digestive system.
Placenta
Proteins of connective tissues
Genetics (except cytogenetics)
Actin, myosin, Collagen, Chondroitin, Bone tissue
Principles
of
Endocrinology,
Immunology
Table: 2.Topics that can be integrated with Physiology
Cell membranes
Renal Physiology
Lipids, Proteins, Transport.
Acid, base, Water and electrolyte balance, Renal
Metabolism
function tests, Renal stone analysis.
Carbohydrates, Lipids, Proteins,
Renin-Angiotensin system and Nitric oxide
Endocrinology
Haemoglobin
and
Haemoglobinopathies, Jaundice
Reproduction
Nerve muscle physiology
Changes in pregnancy, Prenatal diagnosis,
Neurotransmitters,
Muscle
Preterm/neonatal screening
proteins, Creatine, ATP, Myelin,
Cardiovascular system
Cholinesterase
Diagnosis of myocardial infarction, Mechanism
Gastro intestinal system
of hypertension
Gastrointestinal hormones and
Atherosclerosis
Enzymes of gastrointestinal tract,
Central Nervous system
Digestion
and
absorption,
Mediators of sleep-wake;
Bilirubin, gall stones
Cerebrospinal fluid analysis
85
Vittal et al.,
Respiratory system
Gas transport, acid base
balance and regulation,
Arterial
blood
gas
analysis,
Chemical
regulation of respiration
Synapse,
Mechanism
Parkinsons disease
Special sense mediators
of
Alzheimers,
86
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87
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88
Vittal et al.,
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