Perspectives and Pedagogical Advancement in Biochemistry Education in Sudanese Medical Schools

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dc.contributor.authorAisha Ibrahim. A. Omer
dc.contributor.authorSiham Mohamed Ahmed Bakhit
dc.date.accessioned2025-10-15T17:11:54Z
dc.date.available2025-10-15T17:11:54Z
dc.date.issued2025-08
dc.descriptionOriginal article
dc.description.abstractBackground: 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
dc.description.sponsorshipNapata College
dc.identifier.issn2948-300X
dc.identifier.issn2948-3018
dc.identifier.otherhttps://doi.org/10.53796/nsj422
dc.identifier.urihttp://dspace.napata.edu.sd/handle/123456789/386
dc.language.isoen
dc.publisherNapata College
dc.titlePerspectives and Pedagogical Advancement in Biochemistry Education in Sudanese Medical Schools
dc.typeArticle
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