Abstract Background and Objectives: Concept mapping is a graphic tool that helps students organize and integrate knowledge by linking related concepts. Unlike traditional text-heavy lectures, concept mapping present information visually, facilitating better understanding and retention. This study aimed to introduce concept mapping as a teaching–learning strategy in Biochemistry for Phase I MBBS students and to assess perceptions of both faculty and students regarding its use. Methodology: After obtaining approval from the Institutional Ethics Committee, all departmental faculty were sensitized, and a concept mapping module was developed for two topics – ”Urea Cycle Disorders” and “Ammonia Toxicity.” A total of 148 MBBS Phase I students participated in two concept mapping sessions. Before the sessions, the study protocol was explained to all participants. Post session, feedback was collected from both students and faculty using a prevalidated questionnaire comprising both Likert-scale and open-ended questions. Responses were analyzed quantitatively using frequencies and percentages. A focus group discussion was also conducted, and qualitative analysis was performed. Data were analyzed using SPSS version 27.0. Results: Of the 148 student responses, 98.7% reported a positive perception of concept mapping. Over 75% expressed interest in using this method for other topics. Faculty feedback was uniformly positive, supporting its broader application in teaching. Conclusions: Concept mapping is an effective teaching-learning method in undergraduate Biochemistry. It not only supports the integration of basic science with clinical relevance but also enhances students’ reasoning abilities and deep learning.
Tangri et al. (Wed,) studied this question.