Microlearning activities improve student comprehension of difficult concepts and performance in a biochemistry course

• Published in: Currents in pharmacy teaching and learning Vol. 15; no. 1; pp. 69 - 78
• Main Authors: Nowak, Grazyna, Speed, Olivia, Vuk, Jasna
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.01.2023
• Subjects: Active learning; Biochemistry; Comprehension; Critical thinking; Curriculum; Educational Measurement - methods; Humans; Microlearning; Pharmacy students; Problem-Based Learning; Students; Technology; Microlearning; Pharmacy students; Biochemistry; Active learning; Technology; Critical thinking
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2023.02.010

Students must rapidly learn and retain fundamental basic science knowledge in a doctor of pharmacy curriculum. Active learning stimulates engagement, reinforces concept understanding, and promotes retention of knowledge. The purpose this study was to determine if introducing game-based active recall and critical thinking microlearning activities improved student comprehension of challenging concepts, exam performance, and successful completion of a biochemistry course. Microlearning activities were generated using Articulate Storyline software. Questions and problems were embedded in gamification-type activities to reinforce challenging biochemistry concepts and improve critical thinking. Activities were published on Blackboard and student performance was recorded. Students were divided into performance groups using their first exam scores. Student's exam scores were related to results from corresponding microlearning. Statistical analysis of results was performed to compare exam results with outcomes of microlearning activities. Student performance on exams and final scores positively correlated with successful completion of microlearning activities. Students who successfully completed more microlearning activities performed significantly better on all exams in comparison with students who completed few microlearning activities. Students who initially struggled with the material but completed more microlearning improved their performance on exams and passed the course with a higher score. In contrast, students who struggled and completed fewer activities failed to improve their exam and course performance. Active recall and critical thinking microlearning activities enhanced knowledge retention and comprehension of challenging biochemical concepts. Microlearning scores positively correlated with student exam performance in a biochemistry course, especially amongst students struggling with the material.