Despite being a traditional coursework for pre-medical and medical students around the globe, biochemistry education suffers from a lack of positive appreciation due to the nature of the subject combined with deficiency of teaching modalities. A first semester biochemistry course was designed to include four different teaching modalities: lectures, recitations, case studies, and student presentations. A multi-item, anonymous, and voluntary questionnaire was distributed to students who had just completed the course and to those who had taken it the previous year. The questionnaire asked students to evaluate the course and how the different modalities affected their learning. These questionnaires took place in a two-year period between 2020 and 2021. Eighty-six (46%) of 186 total students responded. The vast majority of respondents agreed with the use of multimodal teaching techniques with respect to its impact on overall preparedness for future coursework, understanding, and enjoyability. Lectures and recitations were found to be the most useful in information retention and learning, although the same were found to be less enjoyable than other modalities. Although case studies and presentations were found to be enjoyable, most students ranked them low in terms of information retention and were the most voted to be removed from the course. There was general agreement between premedical and medical students' perception on the usefulness of the multimodal teaching techniques with respect to medical biochemistry modules and standardized exams. The agreement between cohorts suggests the premedical students accurately evaluated the usefulness of the course for the following year and validates the usefulness of the premedical student surveys. Use of multiple modalities in biochemistry education can be of substantial benefit in engaging and preparing students for further education.

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四股线：医学预科生和医学生对本科生物化学联合教学模式的看法

尽管生物化学教育是全球医学预科和医学生的传统课程，但由于学科的性质和教学方式的缺陷，生物化学教育缺乏积极的评价。第一学期生物化学课程设计包括四种不同的教学方式：讲座、背诵、案例研究和学生演示。我们向刚刚完成课程的学生和前一年参加过课程的学生发放了一份多项目、匿名、自愿的调查问卷。调查问卷要求学生评估课程以及不同的方式如何影响他们的学习。这些调查问卷在 2020 年至 2021 年的两年时间内进行。186 名学生中有 86 名 (46%) 做出了回应。绝大多数受访者同意使用多模式教学技术，因为它对未来课程作业的整体准备、理解和乐趣有影响。研究发现，讲座和背诵对于信息保留和学习最有用，尽管它们不如其他方式那么令人愉快。尽管案例研究和演示很有趣，但大多数学生在信息保留方面对它们的评价较低，并且是大多数被投票从课程中删除的学生。医学预科生和医学生对多模式教学技术在医学生物化学模块和标准化考试方面的有用性的看法普遍一致。队列之间的一致表明，医学预科学生准确地评估了该课程对下一年的有用性，并验证了医学预科学生调查的有用性。在生物化学教育中使用多种模式对于吸引学生并为他们继续接受教育做好准备具有很大的好处。