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Background <p>Bioinformatics has become an integral part of genomic medicine; however, its formal inclusion in undergraduate medical education remains limited. Early, structured exposure is essential to bridge the gap between theoretical molecular biology and its computational applications in clinical contexts. This pilot study evaluated the feasibility and acceptability of integrating introductory, clinically contextualised bioinformatics sessions within the first-year molecular biology module of the MBBS curriculum, focusing on short-term changes in medical students’ attitudes, perceived relevance, and engagement with bioinformatics and preparing the future physicians for data-driven clinical practice.</p> Methods <p>A 10-week molecular biology module with scaffolded, clinically anchored bioinformatics sessions was implemented for first-year MBBS students. Blended Gagné’s Nine Events of Instruction and Peyton’s Four-Step Approach were used as instruction methods. Clinical case vignettes (e.g., TP53 mutation in Li-Fraumeni Syndrome) provided hands-on training on bioinformatics tools, linking sequence to structural and network analysis (BLAST, CLUSTAL W, PHYRE2, PolyPhen-2, HOPE, and STRING). Students’ attitudes and skills were measured using an adapted Colorado Learning Attitudes about Science (CLASS-Bio) Survey with 28 items. Pre- and post-intervention changes in “Motivation and Relevance,” “Problem-solving and confidence,” and “Epistemological Beliefs” were assessed using paired t-tests with Bonferroni correction and Cohen’s d for practical magnitude and clustering analysis to identify engagement patterns (Python 3.12.7).</p> Results <p>The intervention improved ‘<i>Motivation and Relevance</i>’ scores (<i>p</i> &lt; 0.001), with gains in interest, perceived relevance, and willingness to pursue further bioinformatics learning. One item (interest in additional bioinformatics coursework) showed statistically significant improvement after Bonferroni correction (<i>p</i> &lt; 0.001), while six other items in the same domain showed nominal significance (<i>p</i> &lt; 0.05), including enjoyment, improved self-efficacy, and perceived tool utility. No significant change was observed in ‘<i>Problem-Solving and Confidence</i>’ (<i>p</i> = 0.39) or ‘<i>Epistemological Beliefs</i>’ domain (<i>p</i> = 0.90). Clustering analysis suggested three exploratory engagement profiles: ‘enthusiasts’, ‘moderately positive, and ‘cautious learners.’</p> Conclusions <p>This pilot study supports the feasibility and acceptability of integrating clinically contextualised bioinformatics sessions into first-year molecular biology using a structured blended pedagogy. The module was associated with improved motivation and perceived relevance, while changes in confidence and epistemological beliefs were not observed. Larger multi-institutional studies incorporating objective learning outcomes and comparative designs are warranted to evaluate effectiveness and skill retention.</p>

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A novel ‘Blended Pedagogy’ for integrating bioinformatics into the undergraduate medical curriculum: a pilot study on feasibility and student engagement

  • 期刊论文

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  • 发表日期：

    2026年4月7日

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  • Ragini D Singh,
  • Anupam Berwal,
  • Lokvendra S Budania,
  • Sagar Dholariya,
  • Ravindra Kumar,
  • Deepak Parchwani

摘要

Background

Bioinformatics has become an integral part of genomic medicine; however, its formal inclusion in undergraduate medical education remains limited. Early, structured exposure is essential to bridge the gap between theoretical molecular biology and its computational applications in clinical contexts. This pilot study evaluated the feasibility and acceptability of integrating introductory, clinically contextualised bioinformatics sessions within the first-year molecular biology module of the MBBS curriculum, focusing on short-term changes in medical students’ attitudes, perceived relevance, and engagement with bioinformatics and preparing the future physicians for data-driven clinical practice.

Methods

A 10-week molecular biology module with scaffolded, clinically anchored bioinformatics sessions was implemented for first-year MBBS students. Blended Gagné’s Nine Events of Instruction and Peyton’s Four-Step Approach were used as instruction methods. Clinical case vignettes (e.g., TP53 mutation in Li-Fraumeni Syndrome) provided hands-on training on bioinformatics tools, linking sequence to structural and network analysis (BLAST, CLUSTAL W, PHYRE2, PolyPhen-2, HOPE, and STRING). Students’ attitudes and skills were measured using an adapted Colorado Learning Attitudes about Science (CLASS-Bio) Survey with 28 items. Pre- and post-intervention changes in “Motivation and Relevance,” “Problem-solving and confidence,” and “Epistemological Beliefs” were assessed using paired t-tests with Bonferroni correction and Cohen’s d for practical magnitude and clustering analysis to identify engagement patterns (Python 3.12.7).

Results

The intervention improved ‘Motivation and Relevance’ scores (p < 0.001), with gains in interest, perceived relevance, and willingness to pursue further bioinformatics learning. One item (interest in additional bioinformatics coursework) showed statistically significant improvement after Bonferroni correction (p < 0.001), while six other items in the same domain showed nominal significance (p < 0.05), including enjoyment, improved self-efficacy, and perceived tool utility. No significant change was observed in ‘Problem-Solving and Confidence’ (p = 0.39) or ‘Epistemological Beliefs’ domain (p = 0.90). Clustering analysis suggested three exploratory engagement profiles: ‘enthusiasts’, ‘moderately positive, and ‘cautious learners.’

Conclusions

This pilot study supports the feasibility and acceptability of integrating clinically contextualised bioinformatics sessions into first-year molecular biology using a structured blended pedagogy. The module was associated with improved motivation and perceived relevance, while changes in confidence and epistemological beliefs were not observed. Larger multi-institutional studies incorporating objective learning outcomes and comparative designs are warranted to evaluate effectiveness and skill retention.