Abstract:
This study evaluates the impact of a three-step biophysics problem-solving strategy on students from disadvantaged
backgrounds enrolled in the Basic Medicine Program at SMU. The research involved three cohorts
(2010, 2012, 2013) and measured performance improvements through pre- and post-intervention tests.
Significant enhancements were observed in the 2012 and 2013 cohorts, with 100% and 96% passing
post-intervention tests, respectively, compared to marginal scores in the 2010 cohort, which did not
receive the intervention. The study utilised lectures, group discussions, and practical sessions to build
students' cognitive abilities and problem-solving skills. The three-step strategy led to better
understanding and application of biophysics concepts, showing the effectiveness of targeted
interventions in closing educational gaps. The study suggests extending this approach to other medical
modules and recommends further research into additional cognitive parameters for optimising learning
among disadvantaged students.
