Introduction and implementation of problem-solving lectures for instruction in medical biochemistry at Osaka University Medical School in Japan

Introduction The scope of recent developments in the life sciences and particularly developments in the field of biochemistry is really remarkable, and the amount of scientific knowledge accumulated so far is enormous. The main problem lies in (a) the quantity and type of information which students should gain in the medical school in order to acquire the maximum necessary knowledge, and (b) how they should select from the information at their disposal. An international survey of the biochemistry curriculum was reported by Bryce. 1 However, it is now actually impossible to impart a thorough understanding of the field within limited period of time typical of a university course, and self-directed learning by the students is becoming increasingly important. Conventionally, medical school biochemistry has been taught almost entirely through "one-sided" lectures. Problem-solving lectures, in which the students engage in handling and solving problems of their own choice, are rare. The importance of this new type of lecture was pointed out by the GEPEP report. 2 In the present study, the new type of lecture was used for the first time at Osaka University Medical School, Japan and the results were evaluated.