DefinePK

Research Objective

To identify the sources of learning gaps in biochemistry teaching and learning and explore new teaching and learning strategies, considering the students' perceptions and felt needs.

Methodology

Exploratory qualitative study with a social-constructivist philosophical worldview. Ten focus group discussions were conducted with medical students from all five years. Data was analyzed using Braun and Clarke's six-phase approach for reflexive thematic analysis.

Methodology Flowchart

                        graph TD;
    A["Recruit Students Voluntary Consent"] --> B["Conduct Focus Group Discussions"];
    B --> C["Record and Transcribe FGDs"];
    C --> D["Code Verbatim Transcripts"];
    D --> E["Develop Code Structure Inductively"];
    E --> F["Generate Sub-themes and Themes"];
    F --> G["Validate Themes with Participants"];
    G --> H["Analyze Documents and Observations"];
    H --> I["Identify Learning Gaps and Strategies"];                    

Discussion

The study discusses how teaching strategies, student motivation, the perceived clinical irrelevance of biochemistry, evolving educational needs, challenges in transitioning to medical school, student attitudes, lack of support, peer influence, curriculum coherence, and assessment methods all contribute to learning gaps. It emphasizes the need for modern, student-centered teaching strategies and technology integration.

Key Findings

Ten major themes emerged: teaching, students' motivation, clinical irrelevance, educational needs, transition difficulty, attitudes, student support, senior peers, curriculum coherence, and assessment. These themes highlight various factors contributing to learning gaps in biochemistry.

Conclusion

Teaching, student motivation, clinical irrelevance, educational needs, difficulty in transition, student attitude, student support, senior peers, curriculum coherence, and assessment are identified as potential sources of learning gaps in biochemistry for medical students. The study suggests new teaching and learning strategies based on student perceptions.

Fact Check

1. The study was conducted at a Public Sector Medical College, Pakistan, from July 2020 to July 2021.
2. Ten focus group discussions were conducted, with each group consisting of approximately 8 to 12 participants, totaling 102 participants.
3. The article was published in Pak Armed Forces Med J 2024; 74(2): 522-529.

Mind Map