INTEGRATION OF CASE-BASED AND ACTIVE LEARNING IN TEACHING MOLECULAR BIOLOGY FOR DEVELOPING PROFESSIONAL AND METACOGNITIVE COMPETENCIES
DOI:
https://doi.org/10.11603/m.2414-5998.2026.3.16559Keywords:
case method; active learning; molecular biology; professional competencies; metacognitive skills; medical educationAbstract
This article provides a theoretical and methodological substantiation of the integration of case sessions and active learning strategies in the course of Molecular Biology as a means of developing professional and metacognitive competencies among students of higher medical education. The relevance of the study is driven by the need to transition toward competencybased educational models aimed at fostering clinical reasoning, analytical and communication skills, as well as self-regulation and reflection abilities. A systematic analysis of the Molecular Biology course is presented in terms of its structuring into thematic case-based units covering key sections of the discipline, including the molecular organization of nucleic acids, mechanisms of DNA replication, RNA transcription, protein translation and post-translational modification, gene expression regulation, signaling pathways, oncogenesis, as well as modern laboratory and clinical methods of molecular diagnostics. A concept of stepwise integration of case sessions using rotational small groups, role-playing activities, simulations, and reflective practices is proposed. Pedagogical conditions for the effective implementation of the case method have been theoretically substantiated. These conditions involve the integration of problem-based and active learning approaches, the systematic assessment of cognitive, practical, communicative, and motivational outcomes, as well as the development of metacognitive skills through reflection. It has been shown that the integration of case sessions contributes to the creation of a holistic learning environment that closely simulates real professional contexts, enhances learning motivation, and fosters students’ academic resilience. The obtained findings may be used for the modernization of molecular biology curricula in higher medical education institutions.
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