Enhancing Students’ Skills in the interpretation of laboratory investigations: Updates in the Bachelor of Biomedical Science Curriculum

Discipline-based teaching is the main pedagogy in the curriculum of the Bachelor of Biomedical Science (BBMS). BBMS graduates must be competent at interpreting laboratory results for complex clinical cases. Adopting the integrated approach between Hematology and Clinical Chemistry, we conducted a case discussion session for the final-year students. We aimed at enhancing the student’s analytical thinking. The students engaged in case discussions and were instructed to interpret the laboratory tests. They were assessed by pre and post-tests. An anonymous questionnaire measured the students’ perception. An improvement in the students’ scores was noted in the post-test but without significant differences from the pre-test scores. However, statistically significant differences were found between the scores of some cases with significant p-values. The cognitive learning parameters showed an absolute learning gain of 12.5%, and a class average normalized gain of 18%. The students’ feedback revealed an improvement in their critical thinking and analytical skills from their perspectives and an increase in their confidence to solve complex clinical scenarios. Our study suggests implementing integrated case study-based teaching in the biomedical science curriculum. This will enhance the student’s competency to retain knowledge and interpret laboratory results they will encounter in their future practice.