MedEdPORTAL. 2026 May 19;22:11601. doi: 10.15766/mep_2374-8265.11601. eCollection 2026.
ABSTRACT
INTRODUCTION: Biochemistry is often regarded as conceptually dense yet emotionally disconnected, limiting its relevance to patient care. To bridge this gap, an art-based learning intervention was developed to connect biochemistry of diseases with empathy, perspective-taking, and ethical awareness through visual thinking strategies, structured peer role-play, and guided reflection.
METHODS: This small-group activity was conducted for 150 first-year medical students over a total duration of 180 minutes. Students were divided into 30 groups and each group received a curated artwork and a biochemical role-play case scenario. Evaluation followed Kirkpatrick’s model with a 20-item perception survey and semistructured interviews for level 1 (reaction), postsession assessment, “I used to think, now I think, now I will” reflection, and a 7-item confidence questionnaire for level 2 (learning).
RESULTS: Students reported high levels of engagement across all components, particularly appreciating visual thinking strategies and structured peer role-play. The postsession assessment score was 24.1 (SD = 3.0) out of 30 [P < .001]. Thematic analysis of documented reflections yielded 16 distinct themes representing the shift in learners’ perspectives and their growing commitment to empathic patient care.
DISCUSSION: The integration of art and role-play into early biochemistry teaching effectively supported students in linking molecular mechanism of diseases with human experiences of illness. It also encouraged thoughtful participation and facilitated emotional and ethical awareness. While the approach proved feasible and impactful within this setting, its broader implementation may depend on institutional support and faculty readiness for arts-integrated pedagogy.
PMID:42165068 | PMC:PMC13183865 | DOI:10.15766/mep_2374-8265.11601
