Date of Presentation
5-2-2019 12:00 AM
College
Cooper Medical School of Rowan University
Poster Abstract
Learner-centered pedagogical methods that are based on clinical application of basic science concepts through active learning and problem solving are shown to be effective for improving knowledge retention. As the clinical relevance of biochemistry is not always apparent to health-profession students, effective teaching of medical biochemistry should highlight the implications of biochemical concepts in pathology, minimize memorization, and make the concepts memorable for long-term retention.
Here, we report the creation and successful implementation of a flipped jigsaw activity that was developed to stimulate interest in learning biochemistry among medical students. The activity combined the elements of a flipped classroom for learning concepts followed by a jigsaw activity to retrieve these concepts by solving clinical cases, answering case-based questions, and creating concept maps. The students’ reception of the activity was very positive. They commented that the activity provided them an opportunity to review and synthesize information, helped to gauge their learning by applying this information and work with peers. Students’ improved performance especially for answering the comprehension-based questions correctly in the post-quiz as well as the depth of information included in the post-quiz concept maps suggested that the activity helped them to understand how different clinical scenarios develop owing to deviations in basic biochemical pathways.
Keywords
flipped classroom, medical education, biochemistry, pedagogy
Disciplines
Educational Methods | Medical Education | Medicine and Health Sciences
Document Type
Poster
Included in
Creation and Implementation of a Flipped Jigsaw Activity to Stimulate Interest in Biochemistry Among Medical Students
Learner-centered pedagogical methods that are based on clinical application of basic science concepts through active learning and problem solving are shown to be effective for improving knowledge retention. As the clinical relevance of biochemistry is not always apparent to health-profession students, effective teaching of medical biochemistry should highlight the implications of biochemical concepts in pathology, minimize memorization, and make the concepts memorable for long-term retention.
Here, we report the creation and successful implementation of a flipped jigsaw activity that was developed to stimulate interest in learning biochemistry among medical students. The activity combined the elements of a flipped classroom for learning concepts followed by a jigsaw activity to retrieve these concepts by solving clinical cases, answering case-based questions, and creating concept maps. The students’ reception of the activity was very positive. They commented that the activity provided them an opportunity to review and synthesize information, helped to gauge their learning by applying this information and work with peers. Students’ improved performance especially for answering the comprehension-based questions correctly in the post-quiz as well as the depth of information included in the post-quiz concept maps suggested that the activity helped them to understand how different clinical scenarios develop owing to deviations in basic biochemical pathways.