Abstract
Mastering complex biochemistry pathways and physiological processes can be challenging for undergraduate medical students. Although drawing out the conceptual relationships in complex information can potentially support student learning, there is a lack of consensus in current literature regarding optimal strategies that effectively integrate drawing into teaching. In this paper, we report our experience incorporating drawing in multiple approaches during the delivery of first-year pre-clerkship biochemistry and physiology instructional sessions. Students' perception of and experience with these different strategies were compared. Themes that emerged from learner feedback and their implications for future practice and research are presented.
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