Introduction of Concept Mapping in Undergraduate Biochemistry Teaching

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.