Effectiveness and perceptions of MBBS students about process-oriented guided inquiry learning in biochemistry

Area of Science:

• Medical Education
• Biochemistry Pedagogy

Background:

• Students expressed dissatisfaction with traditional lecture-based teaching methods.
• Concerns were raised regarding knowledge retention and problem-solving abilities.
• A need for improved teaching methodologies was identified.

Purpose of the Study:

• To analyze the effectiveness of Process-Oriented Guided Inquiry Learning (POGIL) sessions.
• To evaluate student perceptions of POGIL as a supplementary teaching strategy.
• To assess POGIL's impact on knowledge retention and problem-solving in biochemistry.

Main Methods:

• A study involving 42 first-year MBBS students (42 participants, 7 groups) was conducted.
• One-hour POGIL sessions were implemented weekly, following lectures and provided reading materials.
• Effectiveness was assessed using pre-, post-, and retention multiple-choice questions (MCQs), and perceptions were gathered via questionnaires.

Main Results:

• Statistically significant improvements in MCQ scores were observed in post-tests and retention tests compared to pre-tests for all students and low achievers (p<0.05).
• Approximately 60% of students reported that POGIL activities and teamwork enhanced their conceptual understanding.
• Reflection analysis identified key learning areas and prompted students to develop memory aids for complex topics.

Conclusions:

• Process-Oriented Guided Inquiry Learning (POGIL) shows promise as a reinforcement strategy for biochemistry lectures.
• POGIL is a potentially valuable tool for addressing learning challenges faced by low-achieving students.
• The methodology effectively improved student engagement and concept mastery.