Abstract:

The mitochondrial electron transport chain (mETC) and its coupling with ATP synthesis represent some of the most complex and abstract content in Biochemistry for health science degrees. The dynamic molecular nature of these processes often makes them difficult to understand through traditional lecture-based teaching alone. In this context, dramatization or role-playing emerges as an active learning strategy that allows students to embody biochemical processes, fostering meaningful understanding, motivation, and the development of transferable skills.

The aim was to implement and evaluate a dramatization activity designed to first-year Nursing students develop an integrated understanding of the mETC and its coupling with ATP synthase. Key concepts addressed included redox reactions, oxidation-reduction states of molecules, electron carriers, mETC protein complexes, selective permeability of the inner mitochondrial membrane, the proton motive force, and ATP synthesis.

The activity involved 97 students. The classroom was reorganized to represent mitochondrial compartments: matrix, inner mitochondrial membrane, and intermembrane space. Thirty-seven students assumed active roles as molecules and protein complexes (NADH, FADH₂, complexes I–IV, cytochrome c, ubiquinone, protons and ATP synthase), while the remaining students participated as observing peers and shared feedback on the accuracy and clarity of their classmates’ performances during the debriefing. Materials included ping pong balls representing electrons and labelled cards prepared by the teaching staff. The activity was evaluated through an anonymous survey (n=81) including Likert-scale items (1–5) and open-ended questions.

Results showed highly positive ratings across all evaluated dimensions. Regarding comprehension, 95.1% of students scored 4 or 5 for understanding the content and for perceiving the activity as more meaningful than a traditional lecture, while 91.3% reported remembering concepts more easily. In terms of motivation, 95.1% described the session as more dynamic and engaging and felt more motivated to learn, and 91.3% highlighted the relaxed and collaborative atmosphere. Notably, 86.5% considered this methodology to contribute positively to their well-being and mental health as university students. Regarding organization, 91.4% rated the instructions as clear and 86.4% considered the timing and resources adequate. Open responses highlighted improved recall during exams and the informal classroom environment, while suggestions for improvement included the need for more physical space and smaller groups.

Overall, dramatizing the mETC proved to be an effective strategy for teaching complex and abstract Biochemistry concepts. Embodying molecular processes facilitated meaningful learning, enhanced motivation, and promoted student well-being. These findings support extending this approach to other complex metabolic pathways in health science education.

Funding:
Universidad de Alcalá (UAH). UAHEV/1678. El juego de rol como herramienta motivacional en las clases de bioquímica (Biochem-RP).
University of Alcala (UAH). UAHEV/1678. Role-playing as a motivational tool in biochemistry classes (Biochem-RP).

Keywords:

Dramatization, role-playing, active learning, electron transport chain, biochemistry, nursing, teaching innovation.