PURPOSE:
 
Biomedical Science is a rapidly evolving field that emphasizes skills such
as adaptability, critical thinking, and clinical decision-making. However,
students often encounter challenges when engaging with unfamiliar or highly
specialized content. Lecture-based instruction alone may not promote deep
understanding, long-term retention, or learner autonomy. To address this gap,
we applied active learning techniques to introduce unfamiliar biomedical
science topics, promote learner engagement, and deepen conceptual
understanding.
METHODS:
A novel framework consisting of mini lectures, case-based scenarios, and
presentations were implemented across 3 semesters (n= 29 students). Students
represented a wide range of biology backgrounds. Content from various
biomedical science topics was intentionally unfamiliar to all students. Pre-
and post-intervention assessments measured changes in knowledge acquisition,
presentation skills, and engagement. Qualitative feedback was collected
through structured reflection prompts.
RESULTS:
Incorporation of this active learning teaching method resulted in
significant improvement in both student performance and engagement. Notably,
a percent change in mean knowledge scores of ~17% from pre- to
post-assessment was observed (69% to 80%, p < 0.001). On average students
demonstrated an increase in score by approximately 11 points indicating improvements
in understanding and increased research skills. Students also reported
significantly higher confidence in approaching novel material (? = +18%) and
identified the interactive, uncertainty-driven approach as a major
contributor to deeper understanding. Qualitative responses highlighted
enhanced diagnostic reasoning, improved teamwork during collaborative tasks,
and greater enthusiasm for exploring complex emerging topics.
CONCLUSION:
Introducing unknown topics in biomedical science through an innovative,
inquiry-based instructional strategy significantly enhanced students’
knowledge, confidence, and engagement. Findings from this study support the
integration of uncertainty-driven learning modalities into biomedical
sciences curricula to foster adaptability and promote mastery of rapidly
advancing biomedical concepts. Expanding this approach across additional
subjects may strengthen curricular innovation and better prepare students for
diverse environments.