Perspectives and Pedagogical Advancement in Biochemistry Education in Sudanese Medical Schools
Perspectives and Pedagogical Advancement in Biochemistry Education in Sudanese Medical Schools
No Thumbnail Available
Date
2025-08
Authors
Aisha Ibrahim. A. Omer
Siham Mohamed Ahmed Bakhit
Journal Title
Journal ISSN
Volume Title
Publisher
Napata College
Abstract
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
Description
Original article