Implementing Role-play as a Pedagogical Tool to Enhance Critical Thinking in Biochemistry among Medical Undergraduates

Objectives:We employed role-play as an interventional tool to enhance active learning and comprehension of intricate amino acid metabolic pathways among medical students.Methodology: The faculty developed the role-play framework for 250 medical students, who were organized into small groups comprising six to eight students per group.The students were presented with various topics on the domain of amino acid metabolism and were tasked with performing role-plays based on the allocated themes.Student performance in the role-play and multiple-choice question (MCQ) test post the activity was assessed for evaluation.Various stakeholders, including students, staff, and assessors, provided feedback on the efficacy of utilizing role-play as a means of enhancing students' learning capabilities.Results: A substantial proportion of the students, over 168 (86.6%), expressed consensus regarding the enhanced effectiveness of their learning experience and comprehension of intricate amino acid metabolic pathways through their active engagement in role-play activity.A significant majority of students, particularly 148 (76.3%), agreed with the notion that engaging in this exercise facilitated a deeper comprehension of the subject matter.A significant improvement was found in their academic performance, particularly in their ability to address medium and difficult level MCQs by applying critical thinking abilities. Conclusion:The outcome of this study suggests that the utilization of role-play can serve as a valuable pedagogical strategy within medical education, fostering active engagement and learning among students.