Infographic-supported pharmacology teaching in undergraduate medical education: a qualitative study of student experiences
DOI:
https://doi.org/10.18203/2319-2003.ijbcp20261954Keywords:
Education, Medical, Undergraduate, Pharmacology/education, Infographics, Qualitative research, Cognitive load, Instructional designAbstract
Background: Pharmacology is often perceived by medical students as cognitively demanding because of high information density and complex mechanistic reasoning. Infographics have emerged as visual tools that may support conceptual integration and reduce cognitive burden, yet qualitative evidence regarding how students experience infographic-supported pharmacology teaching remains limited.
Methods: A qualitative descriptive study was conducted among Phase 2 MBBS students during routine pharmacology teaching across five system blocks (autonomic nervous system, autacoids, cardiovascular, central nervous system, and endocrine pharmacology). Infographics were systematically developed, validated through expert consensus, and piloted before implementation. Following the intervention, 125 students provided narrative feedback through an anonymous survey. Data were analyzed using deductive thematic analysis guided by cognitive load, multimedia learning, and dual coding theories.
Results: Eight themes emerged and were organized into four overarching domains: cognitive learning impact, learner engagement, instructional design usability and recommendations. Students reported improved conceptual clarity, enhanced engagement, and efficient revision through infographic-supported learning. Visual structuring helped integrate mechanisms of action with clinical application. However, negative case analysis revealed that overly dense visuals could increase cognitive strain or encourage superficial learning. Students emphasized that infographics were most effective when integrated with interactive instructor guidance rather than used as standalone resources.
Conclusions: Carefully designed infographics may enhance conceptual integration, engagement, and revision efficiency in pharmacology education when aligned with principles of cognitive load management and active teaching. Their effectiveness depends on appropriate visual density and integration within active teaching strategies.
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