Document Type : Original research
Authors
1 Department of Medical Education, College of Medicine, University of Duhok, Duhok, Iraq.
2 Department of Adult and Fundamentals of Nursing, College of Nursing, University of Dohuk, Duhok, Iraq.
Abstract
Background: Biophysics is integral to medical education, yet student engagement varies across faculties, influenced by teaching methods, curriculum structure, and perceived career relevance. This study examines students’ engagement with the biophysics curriculum in Medicine, Pharmacy, and Dentistry, focusing on how instructional approaches and curricular design enhance the application of biophysics knowledge in healthcare.
Methods: A cross-sectional study was conducted from October 2023–March 2024 at the University of Duhok, Duhok City, Kurdistan Region, Iraq. Guided by Kolb’s Experiential Learning Model (ELM), a 22-item five-point Likert survey was developed to assess three domains: teaching methods, curriculum structure, and application of biophysics in healthcare. The survey was administered to 428 students. Data were analyzed using JMP software (SAS Institute).
Results: Medical students reported the highest satisfaction with teaching methods (mean=9.58) and confidence in understanding biophysics (mean=12.92), exceeding Dentistry and Pharmacy. For healthcare applications, Dentistry showed the highest relevance scores (mean=20.02), reflecting practical uses (e.g., imaging, biomechanics). t-tests and R2 analyses indicated that active learning significantly improved application of biophysics concepts (p < 0.001). A well-structured curriculum strongly predicted knowledge application (p < 0.001), with the largest effect in Pharmacy.
Conclusion: Active learning strategies and a well-structured curriculum were associated with significantly higher engagement and application of biophysics concepts across all faculties.
Keywords
- Biophysics education
- Kolb’s experiential learning model
- Curriculum structure
- Teaching methods
- Student engagement
Main Subjects
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