Just-in-Time Teaching as a Learning Tool for First MBBS Students in Biochemistry.

BACKGROUND: Teaching biochemistry to first-year MBBS students is challenging due to issues with retention and comprehension. Just-in-Time Teaching (JiTT) integrates preclass preparation with adaptive in-class activities to enhance engagement and learning. This study evaluated the effectiveness of JiTT in improving knowledge, student perceptions, and the feasibility of biochemistry teaching. MATERIALS AND METHODS: A prospective, randomized, controlled trial was conducted among 250 first-year MBBS students, stratified by prior academic performance and allocated to the JiTT (n = 95) or conventional teaching (n = 121) groups. The JiTT group received online preparatory materials followed by interactive classroom sessions. Validated pre- and post - test multiple-choice question and case-based questions were used to assess knowledge. Student perceptions were measured using a structured Likert-scale questionnaire. Statistical analysis compared outcomes between groups. RESULTS: The JiTT group had significantly higher posttest scores than the conventional teaching group (P = 0.004). JiTT group reported improved motivation (56%), cognitive engagement (69%), problem-solving ability (72%), and enhanced collaboration (63%). About 79% of students spent <2 h on preclass preparation. Student satisfaction was high, with 80% rating JiTT as good to excellent. However, variability in active engagement in class was observed. CONCLUSION: JiTT is an effective and feasible teaching strategy that enhances learning outcomes and engagement in biochemistry. Deeper understanding and better clinical preparedness may be promoted by its integration into the medical curriculum.