Iranian Journal of Medical Education

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Introduction: The importance of biochemistry as a basic subject in biomedical sciences evokes its active learning through motivation of the students. This study aims to compare the effectiveness of , problem solving method with lecture-based method in the teaching of metabolic biochemistry. Method This study was done as a semi-experimental method among 43 nutrition undergraduate students of Isfahan university enrolled in metabolic biochemistry during the second semester at 2009 . After introducing the problem solving method to the students, they made their own group work to study and search about the presented , problem solving method subject (pentose phosphate pathway). A valid questionnaire completed by students was used to evaluate the usefulness and effectiveness of the applied method. The questions were divided in to 3 different fields consist motivation, interest and participating in group work. Student also took part in an exam including two types of questions related to traditional method and PBL. Data analysis was carried out by t-test and Q-square with SPSS software. Results The 83.7 percent of the students appreciated the value and necessity of biochemistry as one of the most important courses of their curriculum. The student's satisfaction of applying flexible educational methods for more effective and better learning is about 88.4%, as well as 66.7% for using , problem solving method. The mean and variance of motivation and interest, learning, and participation in group work were (66+16),( 68+16) and (70 +17), respectively. But any significant difference between student's exam scores in the traditional method and PBL was not seen. Conclusion The results show that implementations of , problem solving methods encourage students’ motivation and improve life-long and active acquired knowledge.

Keywords: Biochemistry, metabolic biochemistry, problem solving method, teacher- based

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