CASE-BASED LEARNING AS A TOOL FOR DEVELOPING RESEARCH AND CLINICAL COMPETENCIES IN MOLECULAR BIOLOGY EDUCATION

Abstract

The article provides a comprehensive substantiation of the case-based learning (CBL) as an effective pedagogical tool for the development of research, analytical, and clinical competencies in undergraduate medical students during the study of the discipline Molecular Biology. The purpose of the study is to synthesize theoretical and practical evidence on the application of the case-based method in medical and biological education, to identify its pedagogical advantages and potential limitations, and to evaluate its effectiveness in fostering molecular biology knowledge, analytical skills, research competencies, and clinical-consultative abilities among medical students. The methodological framework of the research includes the analysis and synthesis of contemporary scientific sources, instructional design, pedagogical observation, student surveys, and pedagogical analysis of learning outcomes. To assess the educational effectiveness of the case-based method, a clinical-genetic case “Genetic Diagnosis of Cystic Fibrosis” was developed and implemented. The case integrates clinical manifestations, molecular genetic parameters, and tasks focused on the interpretation of laboratory findings. Its content is aimed at developing students’ ability to analyze genotype-phenotype relationships, apply molecular biological knowledge in a clinical context, and make well-reasoned professional decisions. Survey results demonstrated high educational effectiveness of case-based learning: 87-94% of respondents reported improved understanding of molecular mechanisms and genotype-phenotype relationships; 78-88% noted enhanced clinical and consultative skills; and more than 90% reported increased learning motivation. Statistical analysis confirmed a significant predominance of positive responses compared with traditional teaching methods (p < 0.001). The study identified key pedagogical conditions for effective CBL implementation, including clinical orientation, interdisciplinary integration, collaborative learning, reflective activities, and systematic instructional support. The findings confirm the feasibility and pedagogical value of using case-based learning to improve the content and teaching methods of molecular biology and to develop professionally relevant competencies in future physicians.