Journal of Microbiology & Biology Education

Microbiology education in veterinary curricula requires students to integrate complex foundational knowledge with clinical application, yet traditional lecture-based approaches often emphasize memorization over higher-order reasoning. In this study, we evaluated the impact of integrating clinically oriented, case-based instruction into a veterinary microbiology course within a Doctor of Veterinary Medicine curriculum. Using a quasi-experimental, multi-year design, student outcomes were compared before (2019, 2021) and after (2022-2025) implementation of case-based teaching while maintaining consistent course content, structure, and assessments. Introduction of clinical case examples was associated with significant and sustained improvements in student evaluations across multiple domains, including perceived relevance, critical thinking, and overall course value. Instructor-related evaluation metrics also improved. Student performance, measured by final course grades, increased following the intervention without evidence of grade inflation. These findings demonstrate that integrating clinically relevant case narratives into microbiology instruction enhances student engagement and student performance. This work highlights a practical and scalable strategy for improving microbiology education, particularly within veterinary and other health-professions curricula.

Graduate-level genomics courses require students to integrate dense material across subfields, concepts and methods. In modular, multi-instructor courses, students may struggle because the coherence between lectures can be difficult to navigate, while the course structure may be visible to instructors. We evaluated a 2025 navigation redesign of BIO322, a graduate genomics course at the Norwegian University of Life Sciences, while preserving course content, multi-instructor teaching, modular organization and assessment framework. The redesign includes introducing a standardized self-learning guide, expanded syllabus, enriched online quiz feedback, and added support for a final group research proposal. Using anonymized course evaluation scores from 2021-2025 and aggregated learning management system access data from 2023-2025, we examined student experience and resource use. In 2025, five of six course evaluation items reached their highest observed BIO322 scores, while one, lecture-specific score remained within the previous range. The consolidated self-learning guide was accessed by nearly all students, whereas access to optional readings declined across the course sequence, despite comparatively stable page views per accessing student. These course-level findings are consistent with improved perceived navigability following the introduction of standardized learning support. However, some students continued to report difficulty identifying priorities and connections among course components, indicating that challenges in perceived course coherence remained for part of the cohort despite the redesign. Practitioner PointsO_LIMaking course structure explicit may improve students perceived navigability in multi-instructor graduate genomics courses. C_LIO_LIA centralized self-learning guide can broaden access to preparatory guidance without changing core course content or assessment. C_LIO_LIOptional learning supports may be used unevenly, so resource availability should not be assumed to translate into uniform resource access. C_LI

Evolution is a foundational framework for understanding biology, yet it remains challenging to teach and learn. Game-based learning may offer one way to support evolution instruction by helping students visualize abstract, dynamic, and difficult-to-observe processes. In this study, we interviewed undergraduate biology instructors to examine how they evaluated video games as potential tools for evolution education, including which topics they perceived as most challenging for students. We found that instructors were broadly open to using video games for evolution instruction, particularly when games could support population-level reasoning, evolutionary mechanisms, speciation and phylogeny, quantitative reasoning, and long time scales. Instructors also emphasized that games must be scientifically accurate, accessible, and aligned with course learning goals. This study contributes an instructor-centered perspective to evolution education and game-based learning research by identifying how instructors connect persistent student learning challenges with potential design priorities for educational video games. Graphical Abstract O_FIG O_LINKSMALLFIG WIDTH=200 HEIGHT=113 SRC="FIGDIR/small/736808v1_ufig1.gif" ALT="Figure 1"> View larger version (24K): org.highwire.dtl.DTLVardef@175ce4corg.highwire.dtl.DTLVardef@13ae260org.highwire.dtl.DTLVardef@e44aceorg.highwire.dtl.DTLVardef@1eb1ef1_HPS_FORMAT_FIGEXP M_FIG C_FIG

Microbiome science is increasingly important in modern biology education because microbial communities influence human health, ecosystems, and environmental processes. However, undergraduate microbiome instruction is often limited by the high cost and technical complexity of sequencing-based workflows, restricting opportunities for authentic student-driven research. To address this challenge, we developed a low-cost, inquiry-based curriculum that enables undergraduate students to conduct complete microbiome studies using 16S rRNA gene sequencing. The module integrates project design, environmental sample collection, microbial cell processing, PCR amplification, sequencing, and bioinformatic analysis using open-source tools such as QIIME 2. Cost-reduction strategies included centrifugation-based cell collection and a surfactant-assisted direct PCR workflow that eliminated the need for commercial DNA extraction kits. Students designed independent research projects investigating microbial communities in local environments, including campus water sources and gym equipment surfaces. Assessment data from post-course surveys, knowledge checks, and student research products demonstrated strong learning gains in microbiome concepts, molecular biology techniques, scientific communication, and computational analysis. Students reported high confidence in PCR, experimental design, and microbiome interpretation, while also identifying bioinformatics as the most challenging yet rewarding component of the curriculum. All participants expressed increased interest in future research in microbiology or bioinformatics. Overall, this curriculum provides an accessible, scalable framework for integrating next-generation sequencing into undergraduate education while promoting inquiry-driven learning, student ownership, and engagement in authentic scientific research.

Obtaining, Evaluating, and Communicating Information is one of the eight Science and Engineering Practices in the National Research Council framework that underlies Next Generation Science Standards (NGSS). Scientific inquiry requires evaluation and communication of research findings. These skills are part of scientific inquiry itself. The goal of this study was to characterize the communication practices students used during Science and Engineering Fairs (SEFs). To examine these practices, we included the following question in our online anonymous and voluntary national high school SEF surveys carried out during 2021-22 and 2022-23, "What types of communication and presentation skills did you use in your science fair project?" The possible answers were literature review; research notebook; software to prepare tables, graphs, or images; written report; poster board preparation; PowerPoint presentation; and interview with the judges. Literature review and research notebook are part of developing research questions and data collection. Software to prepare tables, graphs, or images, and PowerPoint presentation contribute to analyzing research and developing a presentation. Written reports, poster board preparation, and interviews with the judges provide the opportunity to present the findings. Overall, 1789 students answered the question. The percentage of students utilizing these skills ranged from 17.3% doing a literature review to 67.6% preparing a poster board. On average, students indicated the use of three skills. Poster board preparation and interview with the judges were selected by students more than twice as frequently as literature review and research notebook. More positive SEF outcomes were associated with a greater number of skills used by students. Among the different skills, use of a research notebook showed the strongest association. In this paper, we present the findings and discuss implications regarding use of notebooks and other communication and presentation skills in students SEF experiences and engagement with scientific inquiry.

Effective group work is central to Problem-Based Learning (PBL) in higher education, yet the optimal strategy for forming student groups remains unclear. This study compared MBTI based grouping, informed by personality types and Keirsey temperaments, with Learning Style Based (LSB) grouping, grounded in Kolbs Experiential Learning Theory, to assess their impact on group functioning and role performance. Participants were undergraduate students enrolled in Cell Biology (Fall 2022 and Fall 2023) and Introduction to Biology Laboratory (Fall 2023) courses. Students completed MBTI and Kolb Learning Style assessments, and groups and roles (Leader, Communicator, Organizer) were assigned accordingly. Results indicated that LSB-based groups consistently outperformed MBTI-based groups across multiple performance metrics, including productivity, listening, sense of safety, belonging, and overall satisfaction. All metrics showed statistically significant decreases in MBTI based groups except contribution, which did not differ significantly between grouping strategies. Role performance ratings were significantly higher for Leaders and Communicators in LSB groups, while no significant differences were observed for the Organizer role. Correlation analyses revealed that satisfaction was strongly associated with perceived productivity in MBTI based groups, whereas in LSB based groups, satisfaction was more strongly correlated with psychological safety. These findings suggest that learning style alignment may better support effective collaboration and group climate in PBL settings than personality based grouping.

Course-based undergraduate research experiences (CUREs) can expand undergraduates access to research and motivate students to stay in science. Yet, little research has examined how CURE instruction shapes student motivation. We leveraged a motivation-related characterization of non-content talk of 48 CURE and non-CURE instructors to predict the motivation-related outcomes of 462 students. We fit a series of multi-level models (MLM) in which we regressed students post-course scientific self-efficacy, task values, scientific identity, and science-related intentions onto instructors self-efficacy and task values-related talk, controlling for students pre-course levels. We also fit an MLM to explore whether instructors relationship-building talk (immediacy talk) was associated with students rapport with their instructor. Instructors self-efficacy talk did not affect students self-efficacy, and instructors immediacy talk had a marginally positive but non-significant association with students rapport ratings. Instructors task values talk positively influenced students scientific identity and some but not all of their task values. Instructors task values talk also positively influenced students intentions to pursue a science career, but not graduate education or research careers. Collectively, these results suggest that instructors task values talk may underpin some of the motivational effects of CURE instruction, but that task values talk need not be limited to CUREs. HIGHLIGHTWe examine whether instructor talk predicts students motivational outcomes in CURE and non-CURE lab courses. Self-efficacy talk had no effect on student self-efficacy. Task values talk positively affected students science identity and career intentions, and some value beliefs. Immediacy talk was marginally related to student-instructor rapport.

Undergraduate research experiences offer important paths into scientific research careers, yet students do not experience them uniformly. For Black women, these experiences occur within racialized and gendered environments that may shape whether they perceive research careers as attainable. Yet little is known about these influences, including how mentors, role models, and institutional contexts, could support or limit Black womens beliefs about research career attainability. To advance our understanding of these influences, we conducted interviews with 23 Black women who participated in undergraduate research at 18 institutions in the United States, including historically Black colleges and universities (HBCUs) and predominantly White institutions (PWIs). We conducted qualitative content analysis to understand Black women undergraduate researchers perceptions of the attainability of a scientific research career, including the influences of their mentors, role models, and institutional context. Three main themes emerged. First, Black women undergraduates varied in the importance they placed on sharing racial and gender identities with mentors and role models; some viewed such similarities as highly meaningful while others described them as less influential. Second, Black women undergraduates described that mentors and role models who shared similar life experiences, values, attitudes, or beliefs contributed to perceptions that scientific research careers were attainable, regardless of gender or racial similarity. Third, institutional context (HBCU, PWI) shaped how mentoring and role modeling influenced Black women undergraduates perceptions of research career attainability. We conclude by offering recommendations for individuals seeking to support Black women in undergraduate research and in their pursuit of research careers.

Racial equity remains a critical challenge in postsecondary science education, as Black students experience higher attrition rates and diminished well-being compared to their White peers. While active learning has been shown to reduce failure rates and narrow achievement gaps, the interpersonal affordances and constraints of peer discussions within these settings remain underexplored for Black students. Grounded in Critical Race Theory and utilizing the analytical lenses of racial microaggressions, microaffirmations, and Community Cultural Wealth, this study addresses this issue by investigating the racialized interpersonal experiences of Black students in active learning college science classrooms. Through semi-structured interviews, this study explores the nature of both exclusionary and affirming peer interactions and how students navigate these dynamics. Findings reveal that Black students frequently encounter racialized microaggressions--manifestations of macro-level anti-Blackness-- in the classroom which contribute to isolation and racial battle fatigue. Conversely, students describe instances of microaffirmations, predominantly through small counterspaces created by and for other students of color, which validate their intellectual contributions and foster a sense of belonging. Despite facing these tensions, participants advocate for active learning as a beneficial practice, provided that instructors implement explicit, equitable structures and facilitate culturally responsive classroom climates. These findings offer actionable implications for researchers and practitioners to design more inclusive active learning environments by explicitly addressing interpersonal dynamics, promoting cultural competence, and co-constructing humanizing science classroom climates.

Understanding what is requisite for attaining a biomedical faculty career is crucial for guiding trainees preparing for these roles. For nearly two decades, we have collected accounts of biomedical training and career transitions from a large cohort through annual in-depth interviews and tracking of competencies and achievements. This paper elucidates the common and varied credentials of 40 who entered research-intensive faculty careers (RIFCs). Participants completed PhDs and postdocs in a range of research-intensive institutional settings. Developing research independence and a niche were essential to RIFC attainment, and mentors played a crucial role in this development. Counter to common assumptions, high-prestige publications and grants were not in and of themselves necessary for RIFC attainment. Our findings can aid RIFC aspirants and mentors who guide them.

Open educational resources (OERs) contain authentic materials that benefit students, but few studies have focused on the benefits to authors of OERs. This gap needs attention considering the challenges that OER authors face, given their commitments to multiple professional activities while also being motivated to take part in OER development. It is critical to understand what benefits authors receive, to help in the continued development of these valuable educational tools. To this end, we investigated what benefits a specific group of researcher-educators perceived from investing their limited time and energy to design, create, and share authentic OERs in the OCELOTS (Online Content for Experiential Learning of Tropical Systems) Research Coordination Network in Undergraduate Biology Education. Our study was based on conceptual frameworks for teaching and learning, communities of practice, and self-determination theory. We used qualitative data from a survey specifically designed to address the question of benefits perceived by OER authors, complemented with quantitative and qualitative data from existing internal evaluations of this network. In a content-analysis framework, we analyzed the open-ended responses to identify broader themes emerging about author benefits. OER authors reported improved pedagogical practice, increased visibility of research and outreach efforts, professional rewards, and increased collaborations. Authors reported gains in pedagogical knowledge and personal fulfillment as benefits that they received, along with satisfaction from contributing to their discipline and society in general. While benefits around improving pedagogical practice was the richest theme, creation of modules also generated new collaborations and helped strengthen and broaden authors professional networks. In particular, the sense of belonging to and building the community was a significant benefit, providing implications for how to support future OER development and the critical role of peer networks. We discuss connections across these themes and compare our results with related previous studies. These results indicate that sustained investment in intentionally designed, interdisciplinary networks can generate substantial and diverse benefits for the educators and researchers who create these resources. Open Research StatementThe de-identified data associated with this manuscript will be permanently archived in Zenodo, upon the acceptance of the manuscript.

Seismic shifts within academia over the last several decades have seen the growth of biomedical PhD recipients alongside the relative stagnation of tenure-track research-intensive faculty careers (RIFCs). This hypercompetitive academic job market has prompted interest in the paths of those who attain RIFCs. Understanding what drives recent biomedical PhDs to make their career decisions and persist toward them requires a clear picture of how career perceptions, motivations, and intentions develop and crystallize over time. Using annual in-depth interviews across nearly two decades, this report explores the evolution of career thinking and differentiation among 40 who attained a RIFC from diverse starting points to their attainment of a RIFC. Participants strategies for navigating early scientific experiences were patterned by their varied educational and socioeconomic backgrounds. Nearly half of participants did not start with or maintain stable interest in RIFCs, exhibiting changes in both PhD and postdoctoral phases. Participants highlighted six drivers toward RIFCs including desire for independence/autonomy and contributing to knowledge/health. Our results are instructive for trainees and mentors guiding career exploration and differentiation.

Objectives: Electronic Health Records (EHRs) impose a significant time burden on physicians, often requiring work to be completed outside of scheduled hours. While this burden is well-documented, how it evolves throughout emergency medicine (EM) residency remains poorly understood. This study aimed to quantify EHR usage patterns, analyze the composition of after-shift work, and characterize the development of EHR efficiency across EM training. Methods: We conducted a retrospective cohort study of EM residents (postgraduate year [PGY] 1-4) using 5.5 years of EHR audit log data (2020-2025) at a single academic institution. We analyzed EHR time per new patient encounter, stratified by postgraduate year, and categorized activities into domains such as documentation, chart review, and orders. EHR work was measured both during and after scheduled shifts. Results: The analysis included 144 unique residents and 167,010 new patient encounters across 15,386 shifts. Encounter-attributed EHR time per encounter decreased by 52% from PGY-1 to PGY-4 (median 19.9 to 9.6 minutes, p<0.001), despite an 86% increase in patient volume per shift (median 7 to 13 encounters). This efficiency gain was driven primarily by a 69% reduction in documentation time (9.3 to 2.9 minutes), accompanied by shorter notes. After-shift work (EHR activity after the 9-hour clinical shift) was present in 89.9-94.4% of encounters. At the shift level, combined after-shift EHR time (encounter-attributed plus tracking board) was a median of 64.2 minutes per shift for PGY-1 and 104.2 minutes for PGY-4. Shift-level tracking board activity dominated the after-shift burden and increased with training (median 40.2 to 79.0 minutes per shift from PGY-1 to PGY-4). Conclusions: EM residents achieve substantial gains in on-shift EHR efficiency, with the largest reductions observed in documentation time, accompanied by shorter notes and faster input speed. However, a persistent after-hours workload, dominated by administrative and patient flow tasks, suggests that (at least at this single institution) system-level factors--not just individual skill--may contribute to this pattern. Monitoring these objective EHR metrics may help programs identify struggling learners and evaluate the impact of interventions aimed at improving resident well-being and workflow efficiency.

BackgroundAmid persistent structural barriers and recent national policy changes, early-career physician-scientists face mounting challenges that threaten the sustainability of the biomedical research pipeline in the United States. MethodsWe surveyed early career physician-scientists collecting demographic data, career development support, distribution of clinical and research responsibilities, funding, and perceived career challenges. The survey was distributed by email to the department chairs at 110 institutions in the United States. ResultsA total of 175 surveys were completed. About half 50.8% (n=89) of respondents received a career development award, with 28.9% of respondents reporting limited institutional/departmental support. The most reported challenges were balancing clinical, research, and educational responsibilities (72.5%, n=127); balancing work and family responsibilities (48%, n= 84); limited funding opportunities (48%, n=84); and under-compensation (34.3%, n=60). About 57.7% (n=101) of respondents had considered leaving academic medicine within the next two years, and 83.2% (n=139) indicated a >50% likelihood of doing so within five years. The most frequently cited reasons for attrition were funding challenges (72%, n=126), under-compensation (42.3%, n=74), feeling unhappy or stressed (40.6%, n=71), and burnout (37.7%, n=66). Furthermore, 43.9% (n=76) of respondents reported considering relocation outside the United States for better academic working conditions, and 10.4% (n=18) had already been contacted by institutions abroad. ConclusionEarly-career physician-scientists face substantial structural and financial challenges, with limited institutional support, high rates of burnout, and widespread intent to leave academia. These findings underscore an urgent need for sustained investment, targeted retention strategies, and policy reforms to stabilize and strengthen the physician-scientist workforce in the United States.

M.D.-Ph.D. programs in the United States have traditionally followed a "2-n-2" curricular model, with the graduate phase occurring between the pre-clerkship and clerkship portions of medical training. While well established, this format can limit trainee autonomy in shaping their physician-scientist training trajectories. In response, some programs have introduced a "3-n-1" model, allowing students to complete clerkships before beginning Ph.D. training. Our institution implemented multiple flexible curricula in 2017. Understanding why trainees choose one pathway is important as programs consider implementing more adaptable training structures. To investigate these factors, we surveyed M.D.-Ph.D. students at our institution, which offers multiple flexible curricular alternatives, about contributions to their curricular decisions. Responses supported that trainees weigh considerations across medical education, scientific development, and integrated physician-scientist training domains. Although the traditional pathway was a popular option, most students pursued one of the flexible pathways. Our findings suggest that introducing flexibility in the timing of undergraduate medical education and graduate training can support diverse educational, logistical, and personal priorities while maintaining the rigor of physician-scientist training. Offering multiple pathways empowers trainees to design trajectories that best fit their needs. Continued longitudinal studies are needed to assess the long-term impacts of flexible curricula on physician-scientist career outcomes.

Background/ObjectivesThe integration of large language model (LLM)-based AI tools into veterinary clinical practice is rapidly increasing; however, no systematically derived taxonomy of veterinary AI query patterns has been established. This study aimed to develop and refine an exploratory taxonomy of veterinary AI query patterns across clinical stages through a structured expert-panel review process. MethodsAn exploratory cross-sectional expert panel study was conducted. 5,372 real-world query logs from a veterinary clinical AI chatbot deployed over eight months were analyzed using AI-assisted inductive coding to derive an initial taxonomy. The taxonomy was refined through literature review and subsequently reviewed by an expert panel of 38 veterinary professionals via structured online survey across five clinical stages. ResultsA taxonomy of 3 categories and 21 subtypes was established: Clinical Support Queries (Types A-H), Evidence-Based Research Queries (Types I-L), and Terminology and Drug Reference Queries (Types M-U). Type B (Differential Reasoning) had the highest overall frequency (57/188 first-choice responses), while Type D (Clinical Decision Support) was dominant immediately post-consultation (55.3%). Veterinary professionals with [&ge;]10 years of experience showed a higher frequency of Type G (Evidence Search) preference than those with <10 years of experience (18 vs. 4), while university-affiliated professionals demonstrated a distinct pattern dominated by Type G. ConclusionsTo our knowledge, no published study has previously established a veterinary-specific, clinical-stage-sensitive exploratory taxonomy of AI query patterns; this study addresses that gap. The findings provide a foundational framework for designing context-aware, stage-adaptive veterinary AI systems and benchmark evaluation tools.

Engagement is widely recognised as central to learning and academic achievement. Electrodermal activity (EDA) has emerged as an objective physiological indicator of engagement, as it measures sympathetic nervous system activation. However, the high cost of wearable EDA sensors has limited its widespread application. This study answers the call for affordable, high-temporal-resolution engagement measures by validating a video-based quantitative assessment method. Researchers collected 75 minutes of synchronised EDA and video data from 12 upper secondary students (aged 17-18) during regular instruction. Novel software was developed to analyse student movement and sound level for academically relevant content. The OpenPose AI model for pose estimation was also applied. This approach produced six distinct movement variables: two AI-based and four non-AI-based. Six linear models using varying movement variables and sound level were tested to predict tonic EDA levels. All models effectively predicted EDA levels, with non-AI-based movement metrics outperforming AI-based alternatives. The four non-AI-based movement models showed similar performance, indicating that compressed versions reduced computational time without sacrificing predictive power. These findings validate a novel, objective method for comparing engagement across learning activities on short timescales. This method is particularly useful for collaborative learning environments and enables controlling for movement and sound in quantitative classroom analyses.

Course-based undergraduate research experiences (CUREs) are widely recognized as a high-impact practice in biology education, yet most existing CURE frameworks treat the research organism as an interchangeable teaching prop rather than a genuine scientific contribution. We argue that place-based, community-embedded CUREs - in which students isolate, characterize, and publicly deploy a locally meaningful wild organism - constitute a qualitatively distinct model warranting broader adoption. As proof of concept, we present the Declaration of Fermentation project at Indiana University Bloomington: graduate researchers isolated a wild Saccharomyces cerevisiae strain from the bark of a campus landmark tree, confirmed its wild provenance by whole-genome sequencing and phylogenomics, and partnered with local craft breweries to produce a colonial-era inspired ale released publicly for the 250th anniversary of the Declaration of Independence. Volunteer sensory panels at two independent public tasting events (combined n = 33-34 per attribute) confirmed a fruity-funky profile consistent with wild-strain fermentation, with no significant differences between events (Mann-Whitney U, Benjamini-Hochberg-corrected p > 0.05 for all 11 attributes). We describe three design principles - genomically confirmed strain identity, mandatory community partnership, and place-based historical narrative - that distinguish this model from prior wild yeast brewing CUREs, discuss how these principles generalize to other institutions and fermentation vehicles, and identify next steps for formal learning assessment. Complete implementation protocols are provided as supplemental Appendices 1-6, and the bioinformatics pipeline is freely available at https://doi.org/10.5281/zenodo.20679384.

Peer reviewers provide a critical service to NIH by evaluating the scientific and technical merit of grant applications. While the tangible rewards for this service are limited, many reviewers feel review service makes them better applicants, improving their grant competitiveness. However, empirical evidence for this claim is limited. This study evaluates relationships between early career peer review service and subsequent application behavior and funding outcomes. Using NIH administrative data, applicants who served as Early Career Reviewers (ECRs) during the 2020 - 2021 council years were compared to a matched group of ECR-eligible applicants who had not served as reviewers (n=1,120 per group). To address non-random selection of ECRs, propensity score matching was used to balance groups on research field, demographics, productivity, career stage, and institutional resources. Outcomes, assessed over a three-year follow-up period, included submission volume, peer review scores, and funding outcomes for R01 and R01-equivalent applications. ECRs submitted more applications, were more likely to have their applications discussed, and were more likely to receive a high review score than matched controls. They were also more likely to receive R01 funding. While peer review scores do not solely determine award outcomes, these findings indicate that peer review service among ECRs is associated with improved grant application outcomes.

Antimicrobial resistance (AMR) is a global threat to public health and development. Failure to address it could return society to a pre-antibiotic era with increased morbidity and mortality. Because human behaviour is crucial to AMR management, interventions modifying knowledge, attitudes, and practices are therefore essential. Modifying health-related behaviours presents a significant challenge, yet it is crucial for public health. Engaging populations during periods of shifting perceptions can address this challenge and ensure the sustainability of interventions. Adolescents and young people attending school represent a key demographic. The primary objective of this study is to evaluate student's awareness, perceptions, and behaviours concerning antimicrobial resistance (AMR) and hygiene, while enhancing and empowering children as agents of change within the community. In this study, students from Allied Health Sciences (AHS) across various disciplines were recruited to serve as peer educators for an evidence-informed educational workshop. A pilot delivery of these activities was conducted among a few students in a school before the final delivery was executed in three schools. Schools following a comparable educational board and curriculum were selected for inclusion in the study. A structured questionnaire was employed to assess the effects before and after the intervention. Statistically significant improvements were observed in participant's knowledge, attitudes, and practices (p < 0.001). Additionally, feedback was collected from participants, teachers, and the school nurse attending the session. By triangulating these findings, a notable immediate improvement was observed in students' knowledge, attitudes, and practices. This study provides evidence that employing multimodal teaching led by peer education is a valid and effective method for delivering health messages. It further underscores the mutual benefits for stakeholders (peer educators and peer learners) by offering a two-way learning opportunity. The benefits extend beyond academic and core scientific learning to include increased confidence as effective health educators and future-ready healthcare professionals.