Perception and effectiveness of a mechanistic approach to teaching metabolic cycles: A quantitative study among first-year MBBS students

Background: Metabolic cycles are a foundational but often challenging topic for novice medical students, frequently leading to reliance on rote memorization. Understanding the enzymatic and chemical basis (the "mechanistic approach") may improve comprehension and retention. Objectives: This study aimed to evaluate the perception and measure the potential immediate effectiveness of introducing a mechanistic teaching method (focused on enzymology, coenzymes, and chemical structure) for complex metabolic cycles among recently joined first-year MBBS students. Methods: This was a cross-sectional, quantitative questionnaire study with a supplementary qualitative component, conducted among n=141 first-year MBBS students using a 5-point Likert scale survey immediately after a mechanistic intervention lecture. Result: The mean scores for perceived difficulty (x̄a=3.64) and perceived effectiveness were (x̄b=3.63) moderate and nearly identical. The correlation between difficulty and effectiveness was statistically insignificant (r =-0.06). Qualitative comments reinforced the perceived benefit of structure and mnemonics (OTHLIL). Conclusion: The mechanistic approach to teaching metabolic cycles was positively perceived by first-year MBBS students. The method, by focusing on enzymology, chemistry, and coenzyme roles, appears to offer a promising, accessible alternative to enhance student learning in biochemistry.