The History of Medicine as Pedagogy: Enhancing Biochemical Learning Through Historical Narratives
Keywords:
medical education curriculum, history of medicine, biochemistry education, integrated learning, problem-based learning, competency-based medical educationAbstract
Medical education is evolving from siloed discipline-based curricula toward integrated, competency-driven models that connect basic sciences with clinical practice and humanistic values. This article presents a comprehensive review of contemporary approaches to integrating history of medicine and biochemistry within medical curricula, examining how historical perspectives on scientific discovery enhance biochemical learning and promote deeper clinical reasoning. Drawing from over 30 recent empirical studies, systematic reviews, and curricular analyses, this paper synthesizes evidence demonstrating that integrated history-biochemistry curricula support sustained knowledge retention, clinical competency development, and professional identity formation. The review explores active learning methodologies including problem-based learning (PBL) and case-based learning (CBL), spiral curriculum design principles, and longitudinal integration strategies that demonstrate superior learning outcomes compared to traditional lecture-based approaches.
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