Abstract:

Conventional teaching and learning method in Medical Biochemistry was reported to be less effective in achieving its objectives, therefore interactive learning serves as a nuanced approach to enhance comprehension towards the learning outcomes among students. In relevance to Education 4.0, students are guided to determine their self-learning process by utilizing digital technologies.

The aim of this study is to test students’ comprehension towards Medical Biochemistry through various teaching and learning platforms such as: online quizzes (Kahoot! and iFolio), OSPE-based practical session, team-based learning, Educreations and Padlet. Guidance from the educators is compulsory, where they are needed to correct the misconception of theory and application in Medical Biochemistry. Students’ competency in teamwork, communication skills, and the art of making correct decisions, creativity and problem solving skills are tested.

Questions are carefully constructed based on the learning outcomes and must be answered in a group. Students must discuss among themselves and once they reach a consensus answer, the answers will be shared with the whole class utilizing various online platforms, such as Padlet, Educreations, and UKM in-house e-learning platform, iFolio. Subsequently, the learning outcomes are holistically assessed through students’ formative performance (group–based assessment) and reflection (self-based assessment). They are given a chance to improve on their performance before the end of final examination.

The finding reveals that students are more interactive with their peers and content experts if they were given tasks earlier. The interactive learning approaches have helped students to boost their confidence level and improve critical thinking, which are crucial in knowledge application in the clinical year.

Keywords:

Interactive learning, self-learning process, teaching learning methods, formative assessment.