In the advanced dental curriculum, the discipline of medical and oral sciences requires students to transition from foundational knowledge to the clinical application of biochemical principles. This paper examines the role of the "Analogy Technique" as a sophisticated cognitive scaffold specifically tailored for biochemistry within the master’s level related course. Using a narrative review approach, the study synthesizes educational theories such as Dual Coding Theory and the Teaching-With-Analogies (TWA) model to address the "expertise reversal effect" often seen in postgraduate dental students. The analysis explores advanced analogies by mapping complex metabolic rerouting and signal transduction onto familiar systemic networks to facilitate deeper conceptual understanding. The findings suggest that at the master's level, analogies should move beyond simple surface similarities to structural relational mappings, ensuring that biochemistry remains clinically relevant to oral health diagnostics and systemic disease management. This pedagogical strategy serves as a critical bridge between laboratory sciences and advanced clinical practice.