%0 Journal Article
%T Impact of e-resources on learning in biochemistry: first-year medical students¡¯ perceptions
%A Joe Varghese
%A Minnie Faith
%A Molly Jacob
%J BMC Medical Education
%D 2012
%I BioMed Central
%R 10.1186/1472-6920-12-21
%X Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry.Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%).We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum.Conventional lecture-based teaching plays a major role in teaching biochemistry in the first year of the undergraduate medical course in India. There are several reasons for this. The biochemistry curriculum is vast, the time available for teaching the subject is limited and the number of students in a class is usually large. Under such circumstances, lectures are often considered the best way to deliver considerable amounts of information to a diverse and large group of students [1-3]. However, there are many disadvantages inherent in a teaching system that is largely dependent on lectures. Delivery of a lecture by a teacher does not actively engage the learners. Students are usually passive participants in the proc
%U http://www.biomedcentral.com/1472-6920/12/21