About this paper

Appears in:
Pages: 3818-3822
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0966

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain


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.
author = {Ismail, N.A.S. and Tajul Arifin, K. and Alias, E. and Tan, J.K. and Ahmad Damanhuri, M.H. and Abdul Karim, N. and Goon, J.A. and Mohd Zubri, Z.J. and Makpol, S. and Mohd Yusof, Y.A.},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.0966},
url = {https://dx.doi.org/10.21125/edulearn.2018.0966},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {3818-3822}}
AU - N.A.S. Ismail AU - K. Tajul Arifin AU - E. Alias AU - J.K. Tan AU - M.H. Ahmad Damanhuri AU - N. Abdul Karim AU - J.A. Goon AU - Z.J. Mohd Zubri AU - S. Makpol AU - Y.A. Mohd Yusof
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.0966
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 3818
EP - 3822
ER -
N.A.S. Ismail, K. Tajul Arifin, E. Alias, J.K. Tan, M.H. Ahmad Damanhuri, N. Abdul Karim, J.A. Goon, Z.J. Mohd Zubri, S. Makpol, Y.A. Mohd Yusof (2018) LEARNING MEDICAL BIOCHEMISTRY THROUGH INTERACTIVE LEARNING, EDULEARN18 Proceedings, pp. 3818-3822.