Graph Constructors vs Graph Interpretors vs Non Graphers: A Search towards Better Cognitive Performers in Biochemistry among First Year Medical Undergraduates

Abstract

Introduction: Didactic lectures for medical undergraduates are usually presented with more text based factual contents with less room for visual representation. They contribute less for improved cognitive performance. Graphs are visually appealing for presentation of data and are a common means to illustrate data relationships. Graph literacy involves both graph creation and graph interpretation, benefits of which might well contribute to better cognitive performance. Aim: To compare the cognitive performance of graph interpretors, graph creators and non graphers in biochemistry among 1st year medical undergraduates. Materials and Methods: A Medical educational study with an analytical cross-sectional design was conducted during February 2023-March 2023. Total 150 students of both gender aged between 17-21 years, were included and divided equally with 50 subjects in each group (group I (non graphers), group II (graph creators), group III (graph interpretors). Lecture discussion was conducted on the topic of enzyme activity using textual contents for group I, Graph creation based teaching for group II and Graph interpretation based teaching for group III. Prior to lectures, priming session on graphing literacy using four stepped 20 point rubric based teaching was conducted for group II and III. Cognitive performance assessment was done at both lower and higher cognitive domain levels for all three groups. The scores obtained were analysed using one-way Analysis of Variance (ANOVA) and Chi-square test as tests for significance and odds ratio by logistic regression as test for outcome association. Results: The mean age of the participants were 17.82±0.873 years for group I, 17.78±0.954 years for group II, 17.70±0.814 years for group III, along with gender ratio (female:male) distributed at 1.9:1, 1.7:1, 1.9:1 for group I, II and III, respectively. The results of the present study showed that the graphers {group II (graph creators) (12.24±1.02) and group III (graph interpretors) (11.06±1.03)} had significantly higher total cognitive performance scores compared to non graphers (group I) (9.34±1.64). Though the logistic regression model for graphing exposure to improved cognitive performance outcome showed no significant association with total cognitive performance, but statistically significant association was found at higher cognitive domain performance scores with positive B (2.819) (slope of regression coefficient) and odds of occurrence for higher cognitive performance increased by 16.75 times on graphing exposure when compared to non graphers. Conclusion: The study concluded that graphs are superior over textual contents and graph creation is marginally but superior to graph interpretation in terms of comprehension and improving performance especially at higher cognitive levels.