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Scaffolding problem-based learning in postgraduate immunology: a pyramidal mind-mapping approach to teaching complex
Visula Abeysuriya1, Sachintha N Alwis2,3, Vasitha Abeysuriya4
1Institute of Biochemistry, Molecular Biology and Biotechnology, University of Colombo, Colombo, Sri Lanka.
Advances in Physiology Education
|June 25, 2026
Summary
Problem-based learning (PBL) with mind mapping significantly improved postgraduate immunology students' academic performance and engagement. This approach enhances learning outcomes and supports early scaffolding of complex problem-solving skills in medical education.
Area of Science:
- Biomedical Education
- Immunology
- Cognitive Skill Development
Background:
- Problem-based learning (PBL) is crucial for higher-order cognitive skills in biomedical education.
- Late introduction of PBL in postgraduate immunology curricula hinders independent learning.
- Teaching COVID-19 immunity requires integrating complex innate, adaptive, and cytokine pathways.
Purpose of the Study:
- To quantitatively evaluate a pyramidal PBL intervention with mind mapping.
- To assess the impact on academic performance, conceptual organization, and learner engagement.
- To compare PBL with traditional lecture-based instruction in postgraduate immunology.
Main Methods:
- An intervention group (n=18) engaged in pyramidal PBL with mind mapping and feedback.
- A control group (n=20) received conventional didactic lectures.
- Knowledge retention assessed via delayed summative examination; perceptions via Likert-scale questionnaire.
Main Results:
- Intervention group scored significantly higher on examinations (73.5 ± 4.4 vs. 66.2 ± 6.5; p < 0.001).
- A large effect size (Cohen's d = 1.30) was observed.
- Participants reported improved conceptual understanding, communication, and engagement.
Conclusions:
- Pyramidal mind-mapping-based PBL significantly enhances learning outcomes in postgraduate immunology.
- This intervention supports earlier integration of PBL in immunology curricula.
- The method improves academic performance, conceptual organization, and learner engagement.
