A Pilot Study on Whether Concept Mapping as a Teaching Tool Improves Student Engagement in Phase I Bachelor of Medicine and Bachelor of Surgery (MBBS) Biochemistry Lecture Sessions.

Introduction Engaging Phase I Bachelor of Medicine and Bachelor of Surgery (MBBS) students in biochemistry lectures is often challenging due to the abstract nature of metabolic concepts. Concept mapping, an active learning strategy that visualizes hierarchical relationships, has been proposed to enhance meaningful learning and critical thinking. This pilot study evaluated the effectiveness of concept mapping in improving student engagement and academic performance compared to traditional didactic instruction. Methods An exploratory mixed‑methods pilot study was conducted among Phase I MBBS students (N=98) randomly allocated into two equal groups: intervention group (n=49), taught via concept mapping, and control group (n=49), taught via traditional lectures. Pre‑ and post‑intervention knowledge scores, internal assessment marks, and student perception surveys were analyzed. Statistical methods included independent samples t-tests, paired t-tests, 2×2 repeated‑measures analysis of variance (RM‑ANOVA), and thematic analysis of qualitative feedback. A significance threshold of p<0.05 was applied. Results At baseline, pre‑test knowledge scores were comparable between groups (24.22±6.78 vs. 23.85±6.42; p=0.780), confirming homogeneity. Post‑intervention, the concept mapping group achieved significantly higher mean scores (65.24±10.72 vs. 42.10±8.15; p<0.001) and a markedly greater absolute knowledge gain (Δ=+41.02±8.20 vs. +18.25±5.10; p<0.001). RM‑ANOVA revealed a highly significant group×time interaction effect (F(1,96)=272.58; p<0.001; partial η2=0.74), confirming that improvements were specifically attributable to concept mapping rather than routine curricular progression. The intervention group also outperformed controls in formative internal assessments (p<0.001). Qualitative feedback indicated that over 80% of students perceived concept mapping as enhancing engagement, conceptual clarity, and exam preparation. Conclusion This pilot study provides initial feasibility evidence that concept mapping is an engaging, practical pedagogical strategy in Phase I MBBS biochemistry, associated with measurable short-term gains in knowledge acquisition and internal assessment performance compared to traditional lectures. While these findings support integrating structured mapping activities into competency-based medical education (CBME) frameworks, future multicenter studies with extended follow-up are needed to confirm long-term retention and clinical translational benefits.