Published Paper Details:

Background: There are numerous approaches to help students increase their knowledge and comprehension of a subject. The purpose of this study was to assess how well student-based mnemonic formation using multiple-choice questions (MCQ) stimulated training and comprehension of biochemistry concepts. Methods: From a variety of medical universities, medical students were willingly chosen. They were presented with mnemonics that had already been validated using prior-oriented mnemonics. Students were asked feedback questions about their use of mnemonics. Statistics: Results were presented as percentages using descriptive statistics. Result In conclusion, while mnemonics serve as valuable memory aids, their current use among medical students appears limited in depth and pedagogical support. To cultivate deeper learning, medical education must go beyond superficial memorization and adopt a more holistic approach--one that teaches students not only how to remember, but how to understand, apply, and critically engage with the knowledge they acquire. conclusion The lack of deep learning testing in the mnemonics may indicate that the students did not acquire the higher levels of comprehension anticipated, but this is frequently a challenging conclusion to draw, especially since it is unrealistic to expect students to produce mnemonics that test higher order cognitive skills on their first attempt.