Publication date: Jun 25, 2026
Problem-based learning (PBL) is an effective strategy for developing higher-order cognitive skills in biomedical education; however, structured exposure is often introduced late in postgraduate immunology curricula, leaving students insufficiently prepared for complex, independent learning tasks. Teaching immunity to COVID-19 presents additional challenges due to the need to integrate innate, adaptive, and cytokine-mediated immune pathways. The objective of this study was to quantitatively evaluate the effect of a pyramidal PBL intervention using structured mind mapping on academic performance, conceptual organization, and learner engagement among postgraduate immunology students. The intervention group (n = 18) replaced a scheduled didactic lecture with an intergroup pyramidal PBL activity involving domain-specific mind mapping, iterative peer and facilitator feedback, and whole-class synthesis, while a comparable control cohort (n = 20) received conventional lecture-based instruction. Knowledge retention was assessed using a delayed summative examination administered two weeks post-intervention, and student perceptions were measured using a structured Likert-scale questionnaire. The intervention group achieved significantly higher examination scores than controls (mean +/- SD: 73. 5 +/- 4. 4 vs. 66. 2 +/- 6. 5), with a mean difference of 7. 3 percentage points (95% CI: 3. 8-10. 7; p
| Concepts | Keywords |
|---|---|
| Immunology | COVID-19 immunity |
| Lecture | Immunology education |
| Physiol | Learning scaffolding |
| Scaffolding | Mind mapping |
| Problem-based learning |
Semantics
| Type | Source | Name |
|---|---|---|
| disease | MESH | COVID-19 |