Issue 2

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Browsing Issue 2 by Author "Aisha Ibrahim. A. Omer"

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    Perspectives and Pedagogical Advancement in Biochemistry Education in Sudanese Medical Schools
    (Napata College, 2025-08) Aisha Ibrahim. A. Omer; Siham Mohamed Ahmed Bakhit
    Background: Medical biochemistry is a vital foundational subject in medical education. Sudan hosts quite a high number of medical schools, comprising 23% of Sub-Saharan Africa’s and 10% of the Eastern Mediterranean Region’s institutions. This study explores the perspectives of Sudanese biochemistry educators regarding curriculum structure, teaching approaches, topic sequencing, assessment methods, student feedback, and recommendations for improvement. Methods: A cross-sectional survey was conducted using a Google Form, targeting educators from 28 public (out of 33, representing 84.8%) and 12 private (out of 24, representing 50%) Sudanese medical schools. At least one public university from each state was included to ensure broad representation. The questionnaire assessed curriculum integration, instructional strategies, assessment methods, and educator qualifications. Results: The study covered 87% of public universities and private institutions in Khartoum State. An integrated curriculum was reported in 60.3% of schools, with strong horizontal and vertical integration. Approximately 50% (n = 29) of biochemistry educators held PhDs at the assistant or associate professor level. Lecture-based teaching, supplemented by problem-based learning (PBL), was common (77.6%), and 79.3% of respondents reported using both formative and summative assessments. While 72% of educators considered the biochemistry content in the curriculum sufficient, many advocated for better organization and sequencing of topics. Student feedback revealed that 77.6% of students found biochemistry difficult, with 13.8% perceiving it as a subject that relies heavily on memorization. A major concern identified was students’ inadequate background in chemistry, reported by 74.1% of educators. Conclusion: Introducing a preparatory chemistry course is strongly recommended to address students' insufficient foundational knowledge. Additionally, promoting project-based learning, small group activities, and enhancing institutional support for educators in research and technology use are essential strategies to improve teaching effectiveness and student engagement in biochemistry