Assessment of Effectiveness of Enquiry-based Learning (EBL) in Microbiology

Traditionally, microbiology is taught to II MBBS students in classroom as didactic lectures and practicals with little exposure to applied part.

To introduce active, self-directed learning in microbiology, enquiry-based learning (EBL) was introduced.

EBL module was developed for a single topic for the first term of II MBBS students. The microbiology and central sterile supply department (CSSD) staff members were sensitised about the teaching learning TL method. A pre-and post-test questionnaire was used to assess knowledge gain. A total of 120 II MBBS first-term students who were willing to participate were included in the study. A pretest questionnaire was given which was followed by a didactic lecture and a demonstration. Then, post-test questionnaire ‘I’ was filled by the students. On the next suitable day, half the students (N = 60) were taken to CSSD in batches of 10 students each for intervention. EBL session was done using enquiry guide. A post-test questionnaire II was then filled by the whole batch of 120 students (60 with EBL and 60 without EBL). Feedback from students about EBL as TL method was taken.

Only 0.84% student obtained a score of more than 2 in the pretest, whereas after the lecture, the score increased and 54.2% students scored above 2. The students were divided in 2 groups each of 60. In one group EBL was not taken and the other group had EBL as an intervention. Here, the score of six was considered the cut-off. The group of 60 students in which EBL was not conducted, only 1 (1.67%) student scored above 6, whereas the group in which EBL was conducted, all 60 (100%) students scored above 6. When test of significance was applied, the difference between pretest and post-test, before and after lecture group, was found to be statistically significant (p = 0.0001), and the difference between pretest and post-test with EBL and without EBL group was found to be statistically significant (p = 0.0001). The overall feedback of students when taken on a 5-point Likert scale towards EBL as teaching, learning method was very much satisfactory. They agreed that EBL is a better method of teaching–learning than conventional one which promotes self-study and problem-solving abilities. They felt that EBL helps in recall and application of basic sciences to the actual scenario. As in EBL, they actually got their queries solved by doing enquiry and agreed that EBL leads to better retention of knowledge and also improves communication skills and facilitates a better understanding about basic sciences with reference to their application.

Questioning and finding answers is an extremely important factor of EBL as it aids you in effectively generating knowledge. In the end, EBL is basically teaching the students to have a greater understanding of the world they work, communicate, learn and live in.