Crafting of physical exhibits by undergraduate medical students: A mixed method study to assess the acquisition of higher-order cognitive skills and student perceptions

Active learning engages students in some activity that induces them to reflect upon ideas and how they are using these ideas. It also involves the process of keeping students mentally, and often physically, active in their learning through activities that engage them in gathering information, thinking, and solving problems. This study was conducted to determine if creating physical exhibits fosters higher-order cognitive skills like problem solving and critical thinking (application and analysis, respectively). In this study, carried out in the Department of Physiology, 50 medical undergraduate students were divided into four batches of 12–13 students each. Each batch was supervised by a faculty mentor and assigned a topic for the preparation of a physical exhibit. Multiple-choice questions (MCQ) testing higher-order cognitive skills were used to assess the gain in knowledge post-intervention. The qualitative component of the study consisted of open-ended questions and a Focus Group Discussion to ascertain students’ perceptions regarding the creation of physical exhibits. The students created physical exhibits related to the sensory pathway, the light reflex & the conjunctival reflex, the micturition reflex mechanism, and the automatic bladder. Median post-test scores showed significant improvement compared to pretest scores (16 vs 12, p < 0.01). Students reported that the active learning strategy promoted deep learning, enhanced memory, and helped them apply theory to practice. Secondly, it cultivated teamwork skills. The learning experience was enjoyable and led them to score higher on the post-test exams. Students also suggested that tightening the nuts and bolts, as in prior meticulous planning, would make the experience more enjoyable.