Anchoring Knowledge in Biochemistry through Active Learning Strategies Aimed at Recall, Correlation and Integration

Abstract

Background: Active learning strategies in teaching are known to enhance deep learning and have proven to be a good tool for better integration of knowledge and improvement in students’ academic performance.Aims and objectives: Study was designed to stimulate recall of prior knowledge and its application and to correlate and integrate prior knowledge with knowledge acquired recently, in multiple ways in BDS 1st year students in the subject of Biochemistry.Material and methods: Four activities were designed for the BDS 1st year students which were attempted in the increasing order of difficulty in the stipulated time. The first two activities required students to recall prior knowledge regarding concepts taught in the first two blocks and the latter two activities required them to integrate prior knowledge with that in the current block. Students were evaluated on their performance in the individual and group activities and weregraded asfollows:70% and above: Grade A,60–69%: Grade B, 50–59%: Grade Cand below 50 : Grade D. Students were also administered a questionnaire on a five point Likert scale, with 20 questions.Results: Among the students, 8% obtained Grade A, 35% obtained Grade B, another 43% of students obtained Grade C and 6% Grade D. Feedback collected from students showed that they found the activities interesting (70%) and enjoyable (74%). They were motivated to revise (82%) and recall prior topics (92%) from important areas of the curriculum (92%).Conclusion:Students appreciated the benefits of all four activities in which they participated and group activities were perceived very nicely by them. Our study completely achieved its objectives and gave students and faculty a sense of fulfillment in the twin processes of teaching and learning.