Introduction
Contemporary medical education is undergoing a transformation toward a competency-based paradigm focused on developing clinical reasoning, critical thinking, and self-regulated learning. In this context, active learning strategies play a crucial role by enabling the integration of theoretical knowledge with practical application. Among these, case-based learning (CBL) is particularly effective, as it simulates clinical scenarios and promotes evidence-based decision-making [1].
The integration of CBL with active methods, such as group work, role-playing, and simulations creates an educational environment aligned with real-world medical practice. However, systematic approaches to integrating these strategies in molecular biology education, particularly for developing metacognitive competencies, remain insufficiently explored.
The aim of this study is to theoretically substantiate the effectiveness of integrating case-based and active learning strategies in molecular biology education for the development of professional and metacognitive competencies in medical students.
Literature Review
Active learning methods, including case-based learning (CBL) and problem-based learning (PBL), are widely recognized as effective tools for enhancing student engagement, academic performance, and clinical reasoning. These approaches facilitate the application of theoretical knowledge in practice and support the development of analytical and communication skills [2]. Recent studies indicate that combining case-based learning with interactive and digital technologies further enhances learning outcomes. The theoretical framework of this study is based on experiential learning theory, reflective practice, and social-cognitive approach, emphasizing learning as an active, self-regulated, and reflective process [3]. Despite extensive research, the optimal integration of CBL with other active methods, as well as the pedagogical conditions necessary for fostering metacognitive skills in foundational disciplines such as molecular biology, remain underexplored [4].
Materials and Methods
This study employs a comprehensive set of theoretical research methods, including analysis, synthesis, generalization, and systematic review of the scientific literature. A systems approach was used to structure the molecular biology curriculum, while pedagogical modeling enabled the development of a framework for integrating case-based sessions with active learning strategies. The instructional model incorporates rotational mini-groups, promoting collaboration, discussion, and teamwork. Elements of a pedagogical experiment were included to evaluate cognitive, practical, and reflective learning outcomes.
Results and Discussion
The analysis of the molecular biology curriculum allowed restructuring of content into thematic case-based modules covering key topics such as DNA replication, DNA transcription, translation, gene expression, and gene therapy.
The proposed model is based on four components: сonceptual (knowledge acquisition), analytical (problem-solving), collaborative (group interaction), and reflective (self-assessment). Rotational mini-groups ensure active participation, while role-playing and simulations enhance professional engagement. Reflection is a central element of the model, supporting the development of metacognitive skills such as planning, monitoring, and evaluating learning processes [4].
The integration of case-based and active learning strategies contributes to deeper understanding, improved critical thinking, enhanced communication skills, increased motivation, and the development of metacognitive competencies.
Conclusions
This study provides a theoretical substantiation of the effectiveness of integrating CBL and PBL in molecular biology education for the development of professional and metacognitive competencies in medical students.
The findings indicate that the combination of case sessions with collaborative learning, simulations, and reflective practices promotes the integrated development of cognitive, practical, and communicative skills, while enhancing students’ ability to apply knowledge in professional contexts. Metacognitive competencies are identified as a key factor in the effective application of knowledge.
The proposed model represents a systemic and scalable approach that can be adapted to other foundational disciplines in medical education.
Future research should focus on empirical validation through experimental designs, particularly randomized controlled trials (RCTs), as well as on the integration of digital platforms and artificial intelligence in medical education.
REFERENCES.
1. Harden R. M. Outcome-based education: The future is today // Medical Teacher. 2022. Vol. 44, No. 2. P. 123–130. https://doi.org/10.1080/0142159X.2021.1958450
2. Trullàs J. C., Blay C., Sarri E., Pujol R., Llorens P. Effectiveness of problem-based learning methodology in undergraduate medical education: A scoping review // BMC Medical Education. 2022. Vol. 22. P. 104. https://doi.org/10.1186/s12909-022-03154-8
3. Mykhailova A. H. Case method as a means of developing research and clinical competencies in the study of Molecular Biology // Medicine and Pharmacy: Educational Discourses. 2026. No. 1. P. 32–37. https://doi.org/10.32782/eddiscourses/2026-1-5 [in Ukrainian]
4. Panadero E. A review of self-regulated learning: Six models and four directions for research // Educational Psychology Review. 2022. Vol. 34, No. 3. P. 987–1020. https://doi.org/10.1007/s10648-021-09620-7
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