Laboratory Report-based Learning of Dyslipidemia in a Peer-assisted Small-group Discussion in Biochemistry: An Effective Way of Emphasizing Early Clinical Exposure for First Phase MBBS Students

Abstract Introduction: Collaborative learning where medical students interact with their peers and facilitators rather than just acquiring knowledge through one-way transfer of information from teacher to students, has a number of advantages shown in various studies. In this study, we have proposed a newer way of teaching the topic of “dyslipidemia” to first MBBS students where actual patient reports of various types of dyslipidemia were given to students to identify the type of dyslipidemia along with its underlying metabolic defect and molecular aspects. We named this approach as Laboratory Report-based Learning (LRBL). Aims and Objectives: The aim of the study was to find out the difference in the learning behavior of the students when a metabolic pathway is taught in a clinically integrated manner where patients actual blood test reports are. With this aim in mind, the objective framed was: (1) To teach the topic of dyslipidemia with the help of actual patient blood reports. (2) Find out the perception of learners with this newer technique of teaching. Materials and Methods: The session was scheduled 10 days after the lipoprotein metabolism had been taught through didactic lectures (DLs). The class is being traditionally divided into two batches; batch A ( n = 63), and batch B ( n = 62) as per the practical timetable. On the day of the LRBL, each batch was further subdivided into five subgroups, each subgroup was given one type of dyslipidemia report to discuss. The survey tool used for feedback reviewed five important elements of the LRBL including learner’s interest, conceptual approach, confidence, enthusiasm cum motivation, and clinical connection. The survey instrument was developed using a five-point Likert scale, ranging from strongly disagree to strongly agree. The normally distributed continuous variables are presented in the form of mean and standard deviation. In addition to the quantitative data obtained using the Likert survey instrument, qualitative data were also generated from free-text written responses. Results: Students had a strong agreement that the LRBL is a more interesting way to learn the topic of lipoprotein metabolism and dyslipidemia (63.1%); makes the concepts clearer (46.6%); boosts confidence in interpreting lipid profile reports of patients (40.8%); infuses enthusiasm and motivation to learn the topic further in greater depth (53.4%); and enables better clinical correlation of lipoprotein metabolism (47.6%). In addition, thematic analysis of written free text revealed that the students found the LRBL activity to be more interactive, beneficial, and student-friendly than a traditional DL. They also felt that it made the topic more relatable in the clinical context. Conclusion: Such kind of laboratory report-based peer discussion makes the learning of certain clinical topics in biochemistry more relevant to medical students and should be implemented.