Teaching arrangements of carbohydrate metabolism in biochemistry curriculum in peking university health science center

Authors

  • Hao Chen,

    1. From the Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing 100191, People's Republic of China
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  • Ju-Hua Ni

    Corresponding author
    • From the Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing 100191, People's Republic of China
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Address for correspondence to: Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Xue Yuan Road 38, Beijing 100191, People's Republic of China. E-mail: juhuani@bjmu.edu.cn

Abstract

Biochemistry occupies a unique place in the medical school curricula, but the teaching of biochemistry presents certain challenges. One of these challenges is facilitating students' interest in and mastery of metabolism. The many pathways and modes of regulation can be overwhelming for students to learn and difficult for professors to teach in an engaging manner. The first chapter of the metabolism section in current Chinese biochemistry textbooks covers carbohydrate metabolism. Medical students usually complain about the difficulty of this subject. Here we discuss how to facilitate learning by rearranging the subjects in this introductory chapter of biochemical metabolism and to lay a solid foundation for future study. The strategy involves reorganizing the order in which subjects are taught from simple to complex and from short to long metabolic pathways. Most students taking the curriculum consider that the strategy engages their learning interests in biochemistry and enhances their learning outcomes. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(3):139–144, 2013

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