Evaluating the Role of Analogies in Biochemistry Education: Lessons Learned From Pre‐ and Post‐Pandemic Dental Student Perceptions

ABSTRACT

Biochemistry forms the foundation for understanding biomolecules and molecular processes crucial to dental and oral biology. However, it is often perceived as a challenging subject for dental students with diverse educational backgrounds. Analogies are a pedagogical tool that helps explain new and abstract concepts in biochemistry. The COVID‐19 pandemic significantly disrupted teaching and learning activities, prompting shifts in instructional models. This cross‐sectional study evaluates dental students' perceptions of analogies in biochemistry education through surveys conducted at the National University of Singapore. Participants included pre‐pandemic (2019) and post‐pandemic (2024) dental student cohorts, consisting of 57 and 64 students, respectively. Both cohorts reported overwhelmingly positive responses toward the usefulness of analogies, with average scores of 4.6 ± 0.6 in 2019 and 4.7 ± 0.5 in 2024. Most students indicated that analogies enhanced their visualization of abstract concepts (100% in 2019 and 96.9% in 2024) and improved knowledge retention (82.5% in 2019 and 68.8% in 2024). However, a small proportion of students noted that analogies are taken literally and difficult to differentiate from reality (5.3% in 2019 and 4.7% in 2024). Students generally found analogies associated with unfamiliar topics to be more memorable. These findings suggest that analogies remain a relevant and effective tool in biochemistry education, even amid shifts in educational delivery models.

1. Introduction

Biochemistry provides the molecular and biochemical foundation necessary for understanding oral health and disease processes. A fundamental biochemistry course in a tertiary learning institute can consist of a vast body of topics including protein structures, enzyme kinetics, nutrient metabolism, and cell signaling. The subject requires students to conceptualize and visualize the biochemical processes, reactions, and regulations. It remains a complex subject in the digital era because student learning requires the combination of concepts from biology and chemistry. Different pre‐university education programs in Asia, such as junior colleges in Singapore, allow students to choose whether to pursue science subjects like biology or physics. Given that the subject is a hybrid of biology and chemistry, prior scientific knowledge of the students that was acquired from their pre‐university education and experience could affect their ability to build the abstract concepts of biochemistry.

Analogy is a very versatile pedagogical tool because it compares the new abstract concepts to prior knowledge or familiar objects. An analogy is a comparison of the similar features of two domains—the familiar domain is called the “analog,” and the unfamiliar one is known as the “target” [1]. The use of analogy as a pedagogical tool is supported by constructivism learning theory that students learn by building new information on their prior knowledge and experience, and learning is influenced by the context in which the knowledge is taught [2]. For example, the structure of a DNA has the shape of a double helix, it is like a spiral staircase. In this classic biochemistry analogy, “the double helix structure of a DNA like a spiral staircase,” the spiral staircase is the base analog, and the structure of DNA is the target analog. An analogy can be drawn between the DNA and spiral staircase by systematically comparing or mapping the double helical structures of the two domains [1].

The use of analogy is common in biochemistry classroom teaching [3, 4, 5]. It has been reported that college‐level biochemistry students use analogies, which are presented by their instructors, to understand information from class, to visualize abstract concepts, and to remember or recall information [4]. Numerous studies have highlighted the importance of analogical reasoning in enabling students to visualize and mentally simulate the target concept through familiar analogs [3, 6, 7]. However, potential negative effects of analogy on learning have also been proposed. The potential drawbacks include analogy might be superfluous information. For example, it may not be necessary to describe mitochondria are like powerhouses of cells because the analogy does not add more information beyond the basic fact that mitochondria produce cellular energy. Studies have also reported that students may not consider limitation of an analogy, and they may apply irrelevant concepts from the analog domain to the target domain [8]. Biochemistry instructors may not be vigilant or concerned regarding the potential limitations of analogies that they used. It has been suggested that the instructors believe that the limitations of the analogies were self‐evident, and they are a natural way of communication. Thus, the use of analogy in biochemistry classroom teaching remains a subject of debate. It is still unclear whether analogies remain relevant or effective in current biochemistry education, which increasingly incorporates contemporary methods such as animations and active learning techniques, particularly in the context of dental education in the post‐pandemic era.

It has been reported that, since the onset of the pandemic, there has been a decline in college students’ preparedness in areas such as critical thinking, problem‐solving, and analytical skills [9]. In addition to academic performance, changes in learning behaviours such as reduced course engagement and increased late submissions among post‐pandemic students have also been observed [10]. In a survey of Singaporean higher education institutions, 76% of respondents viewed online learning as the future of tertiary education post‐pandemic. The percentage of frequent users of online learning platforms rose from 20% pre‐pandemic to 58% post‐pandemic. However, educators reported that, in the post‐pandemic digital environment, reduced student engagement and limited social interactions, are persistent challenges in post‐pandemic education [3, 11]. The shifts in student readiness and engagement indeed raise questions about the relevance of long‐standing pedagogical methods such as analogies in the post‐pandemic period.

At the National University of Singapore, Biochemistry (MD1120A) is one of the three basic science compulsory courses (in addition to Anatomy and Physiology) which is taught in the first year of the Bachelor of Dental Surgery undergraduate program. Although teaching biochemistry by using analogy has a long history, the COVID‐19 pandemic has profoundly impacted education, reshaping the ways students learn and interact with course content. Classes in tertiary education has also gradually shifted online or hybrid models after pandemics [12, 13, 14]. In line with this trend, the lectures in the Biochemistry (MD1120A) course shifted from a fully in‐person format in 2019 to a blended learning model in 2024, combining in‐person sessions with the option for students to view recorded lecture videos. While the COVID‐19 pandemic itself was not the direct focus of this study, it marked a period of accelerated change in educational delivery worldwide, including at our institution. Thus, in this study, the terms “pre‐pandemic” and “post‐pandemic” are used as reference points corresponding to these systemic changes in educational delivery, not to imply a direct impact of the pandemic on the outcomes under investigation. This study aims to investigate the perception of Biochemistry (MD1120A) undergraduate dental students, pre‐ and post‐COVID19 pandemic on: (1) to what extent did they find classroom analogies useful in their learning of biochemistry, (2) what are the potential benefits and limitations of analogies, (3) why some analogies are memorable, and (4) their overall comment.

2. Methods

2.1. Survey and Student Population

The study is approved by the National University of Singapore, Institutional Review Board (reference code S‐19‐244). First‐year Bachelor of Dental Surgery program undergraduates at the National University of Singapore, enrolled in one‐semester Biochemistry (MD1120A) course at the Faculty of Dentistry in 2019 and 2024, were invited to participate in an anonymous and voluntary survey on their perceptions towards the use of analogy in biochemistry classes. The course is compulsory for students in the full‐time 4‐year Bachelor of Dental Surgery program. The lectures of the Biochemistry course were conducted fully in‐person in 2019. However, the teaching approach shifted to a blended learning model in 2024, combining in‐person lectures with the option for students to view recorded videos of the lectures. Thus, the two cohorts serve as proxies for educational delivery before and after adoption of blended learning, not as a direct study of “pandemic effects.” Enrolment for 2019 and 2024 was 60 and 80 students, respectively, comprising 21 males and 39 females in 2019, and 29 males and 51 females in 2024. The academic background of the students included: Singapore‐Cambridge GCE “A” Level, International Baccalaureate (IB) Diploma, Polytechnic Diploma in Singapore, NUS High School Diploma, international or any other relevant qualifications (good Year 12 or equivalent level pass in Chemistry and Biology or Physics). The survey forms were distributed to the dental students. An administrative staff member of the department, who was not involved in the research, explained the aim of the study and the anonymous and voluntary nature of the survey.

The survey was administered in English, which is the primary medium of instruction at the National University of Singapore. The survey items were developed through a review and synthesis of existing literature on analogy‐based teaching [5, 8]. A pilot study was also conducted in 2018 in the same course with the same instructor who applied the analogies, prior to the main study (in 2019 and 2024). The pilot study indicated that the survey questions were clear and yielded the intended responses, supporting face validity for this context. Instructional variables remained constant across cohorts (same instructor applied same set of analogies, same topics, and same survey instrument). We administered the survey immediately after instruction to minimize external influences. Admissions criteria and course prerequisites were also consistent across cohorts. Completed survey forms were deposited into a designated collection box in the classroom. The response rates of the voluntary survey are summarized in Table 1.

TABLE 1.

Student enrollment and survey participation before and after COVID‐19 pandemic.

Cohort	Total students enrolled	Number of students responded
Pre‐pandemic (2019)	60	57 (95%)
Post‐pandemic (2024)	80	64 (80%)

2.2. Data Analysis

Data collected from students was analyzed and plotted by using Microsoft Excel 365. Significance of individual parameters was assessed by Student's t‐test or Fisher exact test, as appropriate. Quantitative data from the survey (Questions 1) were summarized descriptively by calculating mean ratings for the use of analogies in dental biochemistry classes and examining the distribution of responses across different rating categories.

For the partially open‐ended items (Questions 2 and 3) on perceived benefits and limitations of analogies, students selected from four preset options and were also allowed to provide additional open‐text comments. These comments were analyzed inductively using thematic analysis [15, 16], with coded responses collated into themes of benefits or limitations and compared against preset categories. No additional themes beyond the preset options were identified.

Fully open‐ended responses (Questions 4 and 5) were also analyzed using thematic analysis [15, 16]. Meaningful text segments (e.g., “ice cream cone” and “aspartate–citrulline analogy” for Question 4, and “funnier” for Question 5) were coded and grouped into broader themes (e.g., “ice cream scoop analogy” for Question 4; “makes lecture more engaging” for Question 5). Data saturation was deemed achieved when no new codes or themes emerged, and the thematic framework adequately captured the dataset. Redundant responses were not double‐counted, analogies unmentioned by students were excluded from Figure 4, and personal remarks directed toward lecturers were omitted from analysis.

FIGURE 4.

Dental students' most memorable analogies from biochemistry classes. Data is expressed as percentages of dental students from pre‐pandemic (2019, gray bars) and post‐pandemic (2024, black bars) cohorts who recalled specific analogies which are used in biochemistry classes (Table 2). Students were asked to independently identify analogies they found most memorable. Statistical significance between the pre‐pandemic (gray bars) and post‐pandemic (black bars) cohorts for each analogy is assessed by Fisher's exact test. Not significant, NS.

2.3. Analogies Which Were Used and Evaluated in this Study

The analogies evaluated in this study were developed and delivered by the same teacher (Yun Chau Long) during Biochemistry (MD1120A) lectures for both the 2019 and 2024 cohorts. The concepts were explained in scientific terms before the application of analogies in the lectures of “Proteins and Enzymes” and “Nitrogen Metabolism”. The survey forms were distributed to the students at the completion of the final lecture of the teacher, by which point all the analogies examined in this study had already been presented. The survey specifically requested responses on analogies which were applied by the teacher. The analogies which were used in the class are described in Table 2. ChatGPT 4o was used to generate illustrations to depict analogies of “Ball‐catching”, “T‐shirt hanger,” and “Pottery wheel”, as well asfor checking spelling, grammar, and tone of writing.

TABLE 2.

Analogies which were applied in Biochemistry (MD1120A) course for dental students.

Analogy used	Concepts	Analogy
Ball‐catching analogy	Induced‐fit model of enzyme‐substrate interaction: The binding of substrate induces a conformational change in the enzyme's active site, resulting in an enhanced complementary fit that optimizes the interaction between the enzyme and the substrate.	The induced‐fit model can be compared to a hand catching a ball. Initially, the hand is partially curved, resembling the general shape of the ball but not a perfect fit. However, as the ball comes into contact with the hand, the hand adjusts its shape, wrapping more tightly around the ball to create an even better fit.
T‐shirt hanger analogy	Enzymes accelerate the rate of reactions by offering an alternative reaction pathway with a lower activation energy barrier, thereby enabling the reaction to proceed more efficiently.	Removing a hanger from a T‐shirt through its bottom hem provides an easier and less strenuous alternative compared to pulling it out through the neck hole, which could strain the neckline. The outcome—removing the hanger—remains unchanged (just as with enzymatic reactions).
Glass bottle analogy	The subunits of hemoglobin can adopt two distinct conformations: T‐state and R‐state. Oxygen binding to one subunit increases the affinity of neighboring subunits (in the T‐state) to oxygen and increases its propensity to adopt the R‐state. However, it does not induce a full transition into the R‐state.	Toggle latch of a glass bottle can adopt two distinct states: locked and unlocked. Pressing on the lid increases the likelihood of the latch moving toward the locked position. However, pressing the lid alone does not fully secure the latch in the locked position.
Helicopter and windmill analogy	Transamination involves the transfer of an amino group from an amino acid to a keto acid, resulting in the formation of a new amino acid and a corresponding keto acid.	Transamination is like transferring the blades from a Lego helicopter to the windmill structure. The blades, which represent the amino group, is the essential component that complete the windmill, just as the transfer of the amino group allows the formation of a new amino acid.
Ice cream scoop analogy	In the urea cycle, aspartate donates its nitrogen to citrulline, contributing to the formation of arginosuccinate. Subsequently, its carbon skeleton is released from the cycle as fumarate. Thus, aspartate's primary role is to donate its nitrogen to citrulline.	Aspartate is like the icecream scoop which delivers the icecream to the cone (citrulline). Arginosuccinate represents the combined structure of the cone with the ice cream scoop atop. Once the ice cream is transferred to the cone, the scoop leaves as an empty scoop (fumarate).
Velcro and cellophane tape analogy	Ionic interactions are stronger than dipole‐dipole interactions in proteins.	Ionic interactions are like Velcro and dipole‐dipole interactions are like cellophane tape.
Scrabble analogy	Metabolic pathways are interconnected, with the products or intermediates of one pathway often serving as intermediates for another.	It is like the letters of a word in Scrabble, which can be linked to form other words. These connections create a network of inter‐connected words, much like a metabolic network.
Water tank analogy	To maintain equilibrium in nitrogen balance, amino acids are assimilated to compensate for losses, while any excess is catabolized and excreted.	It is like a tank with an opening: water is added to replenish any loss. However, any excess water flows out through the opening, preventing overaccumulation.
Pottery wheel analogy	Ornithine acts as a chemical scaffold in the urea cycle, on which the urea moiety is assembled. Ornithine is not consumed but reused in the urea cycle to facilitate the production of more urea molecules in subsequent cycles.	Ornithine is like a pottery wheel, providing the necessary support for molding the clay into its final shape. The wheel is not consumed in the process but is reused to mold successive pieces of pottery.

3. Results and Discussion

3.1. Students Consistently Found Analogy Helpful in Both Pre‐ and Post‐Pandemic Cohorts

The use of analogy in the teaching of biochemistry is common and longstanding. Teaching of Biochemistry (MD1120A) at the National University of Singapore was in‐person in 2019. However, the teaching approach shifted to a blended learning model in 2024, combining in‐person lectures with the option for students to view recorded videos of the lectures, either as an alternative to attending in person or as a supplementary revision tool. To evaluate the effectiveness of analogies and determine whether perceptions of their usefulness changed over a 5‐year period and shift in teaching model, we conducted surveys in 2019 (pre‐pandemic) and 2024 (post‐pandemic). The survey questions were developed through a review and synthesis of existing literature on analogy‐based teaching [5, 8]. Students were asked to rate the helpfulness of analogies used in the biochemistry course on a 5‐point Likert scale, where 5 indicated “most helpful” and 1 indicated “least helpful” (Figure S1). The average scores remained consistently high in both pre‐ and post‐pandemic cohorts, at a mean of 4.6 ± 0.6 in 2019 and 4.7 ± 0.5 in 2024 (Figure 1A). Notably, no students in either cohort rated the helpfulness of analogies below 3 (a neutral rating). The distribution of ratings (1 through 5) also showed no significant variation between cohorts (Figure 1B). These findings indicate that analogies have remained well‐received in both 2019 and 2024, demonstrating their sustained effectiveness over five years despite the transition from an in‐person to a blended learning model. While participation remained high in both cohorts (95% in 2019 and 80% in 2024), response rates in 2024 showed a slight yet statistically significant decline (p < 0.05) (Table 1), potentially reflecting reduced in‐person lecture attendance.

FIGURE 1.

Comparative helpfulness ratings of analogies in pre‐ and post‐pandemic biochemistry classes. (A) Comparison of the average helpfulness rating in the pre‐pandemic (2019, gray bar) and post‐pandemic cohorts (2024, black bar). Higher scores indicate greater perceived helpfulness. Data is expressed as mean ± SEM. Statistical significance between the two cohorts is assessed by Student's t‐test (not significant, NS). (B) Distribution of helpfulness ratings for analogies in biochemistry classes. The helpfulness ratings were assessed on a scale from 1 (least helpful) to 5 (most helpful). Statistical significance between the pre‐pandemic 2019 (gray bars) and post‐pandemic 2024 (black bars) cohorts for each rating is assessed by Fisher's exact test.

3.2. Analogy Promoted Visualization of Abstract Concepts Among Dental Students

The use of analogies in biochemistry education provides an alternative means of visualizing concepts and promoting students’ interest with reference to factual knowledge [3, 4]. Studies by Glynn and Takahashi further illustrate how students mentally “elaborate” from simple and familiar analogy to interpret abstract concepts, leading to improved recall and longer retention. This process continues as students acquire sufficient knowledge to tackle more complex scenarios [17, 18, 19]. Biochemistry textbooks at tertiary levels typically incorporate nearly twice as many analogies as those found in high school and general science textbooks [3], highlighting the importance of real‐world analogies in helping students grasp abstract scientific concepts.

To elucidate the reasons behind the consistently high usefulness score of analogies (Figure 1), both pre‐ and post‐pandemic dental students were asked to select applicable reasons for learning enhancement which are provided by analogies. The options (reasons) included previously reported benefits: building knowledge on preexisting knowledge, visualization of abstract concepts, referencing to real world setting, and promoting retention (Figure S1). Students were also allowed to select more than one option and to describe alternative reasons for learning enhancement. Over 90% of students from both cohorts identified “visualization of abstract concepts” as the primary advantage of analogies (Figure 2). Overall, the ranking of the advantages of analogy remained largely consistent across cohorts, further supporting the notion that students’ perception of analogy remained unchanged, despite the shift towards blended learning and occurrence of the pandemic within the 5‐year period.

FIGURE 2.

Dental students' perceived advantages of using analogies in biochemistry classes. Data is expressed as percentages of students from pre‐pandemic (2019, gray bars) and post‐pandemic (2024, black bars) cohorts who identified previously reported advantages of analogies in biochemistry education. The previously reported advantages of analogies include: they helped build new knowledge on preexisting knowledge, they helped in the visualization of abstract concepts, they promoted interest by referencing to real‐world setting, they promoted retention of knowledge and concepts. Statistical significance between the pre‐pandemic (gray bars) and post‐pandemic (black bars) cohorts for each advantage is assessed by Fisher's exact test. Not significant (NS) between the two cohorts for most advantages, while a significant decrease (*p < 0.05) was observed in “promoting knowledge retention” in the post‐pandemic cohort.

The percentage of students citing “promoting retention” as a benefit of analogies decreased significantly in the post‐pandemic 2024 cohort, from 82.5% in 2019 to 68.8% in 2024 (Figure 2). This shift may be attributed to the increasing digitalization of tertiary education. The widespread availability of online learning resources has made educational materials more accessible and diverse, significantly enhancing knowledge retention through digital tools [20]. Self‐directed learning has recently been shown to strongly correlate with academic performance of Korean dental students [21]. In the post‐pandemic 2024 cohort, students of Biochemistry (MD1120A) course benefited from the ability to re‐watch the lecture recording shortly after the in‐person lecture and revisit unfamiliar topics through Panopto video platform. Furthermore, students’ online learning experience during their pre‐university education amid the pandemic likely strengthened their retention capabilities using digital tools. This increased reliance on digital resources may have diminished the perceived importance of analogies in facilitating knowledge retention.

The motivation level of the student is correlated with their willingness to engage in learning activity [22]. Analogies have also been reported to increase students’ motivation for deeper understanding in biochemistry [4]. In this study, there were a notable proportion of students (about 18%) in both pre‐ and post‐pandemic indicated that analogy made biochemistry lectures “funnier” (Table 3), which may spark the students’ interest in biochemistry topics that they initially find difficult to relate to. The finding is consistent with a previous report showing that social relevance and enjoyment of analogy are major contributors to effective education, and they significantly improve students’ performance in middle school chemistry [18].

TABLE 3.

Responses to open‐ended questions on the advantages of analogies.

	Pre‐pandemic	Post‐pandemic
Making lecture “funnier”	17.5%	18.8%
Easier to understand	8.7%	6.3%
Drawing attention	1.8%	1.6%

3.3. Potential Limitations of Analogies in Teaching Biochemistry

Dental students from pre‐ and post‐pandemic cohorts were also asked about potential limitations of analogies (Figure S1). A consistently high proportion of students (89%) from both cohorts did not indicate any disadvantages of analogy in their learning. Singapore is a city‐state dominated by East Asian cultures. It has been proposed that individuals from societies with a heavy East Asian cultural or philosophical influence rely more on analogical reasoning to integrate information and mapping connections to make sense of their worlds [23]. This may contribute to the overwhelming positive perceptions among the dental students towards the use of analogies in biochemistry classes.

Although analogies were generally not perceived as hindering their understanding, the response rate (11%) to the question on potential limitations of analogies warrants evaluation. Among the respondents, approximately 5% of students from both cohorts reported that the analogies used were sometimes taken literally and difficult to differentiate from reality. The percentages of students who felt that analogy presented “redundant and unnecessary information” and “failed to convey concepts” decreased after the pandemic (from 3.5% to 0% and 3.5% to 1.6% respectively) (Figure 3). This may reflect that post‐pandemic dental students valued the usefulness and clarity of the analogies to a greater extent. Conversely, the percentage of students who perceived analogies as oversimplifying biochemistry concepts increased from 1.8% to 4.8% after pandemics (Figure 3). This shift suggests that post‐pandemic students, having grown up in an era of information abundance, may seek more in‐depth and multifaceted explanations of biochemistry concepts. However, it is important to note that the overall response rate on the limitations of analogies (11%) is far lower than that of their perceived advantages (100%).

FIGURE 3.

Dental students' perceived limitations of using analogies in biochemistry classes. Data is expressed as percentages of students from pre‐pandemic (2019, gray bars) and post‐pandemic (2024, black bars) cohorts who identified previously reported limitations of analogies in teaching of biochemistry. The previously reported limitations include: they were redundant and unnecessary information, they were unclear and failed to convey the target concept, they oversimplified a concept and limited deep understanding, they were taken literally and difficult to be differentiated from reality. Statistical significance between the pre‐pandemic (gray bars) and post‐pandemic (black bars) cohorts for each limitation is assessed by Fisher's exact test. Not significant, NS.

3.4. Some Analogies Were More Memorable in the Teaching of Biochemistry

The survey also asked dental students to state the most memorable analogy which was used in the Biochemistry (MD1120A) course, without any hints, to determine which analogy is the most memorable to the students (Figure S1). Among the analogies used in the biochemistry course, “helicopter and windmill” analogy (33.3% before pandemic and 26.6% after pandemic) was the most memorable analogy, followed by “ice cream scoop” analogy (24.6% before pandemic and 14.1% after pandemic) (Figure 4). Both analogies aim to explain the transfer of nitrogen among metabolic intermediates in transamination and urea cycles, respectively. These concepts have not been taught in high school and junior college biology courses in Singapore. Analogies of “ball‐catching”, “T‐shirt hanger” and “glass bottle” which explain enzyme biochemistry and hemoglobin states are far less memorable (Figure 4). These concepts were mostly taught in high school and pre‐university programs. Thus, it appears that dental students remembered analogies of unfamiliar topics in biochemistry.

Previous research by Orgill and Bodner also reported a similar trend for biochemistry students in the United States [4]. Students were reported to stop associating the biochemistry concepts they learnt with the analogy and eventually forgot the analogy after they comfortably understood the theory, unless they were being reminded. The percentage of students who did not remember any analogies also increased significantly (p < 0.05) in the post‐pandemic cohort. This finding suggests that post‐pandemic students were more adapted to the current tertiary education model which has a wider array of online resources such as illustrations, animations, and free lectures to support their learning. Our findings reinforce that the primary purpose of analogies is to bridge understanding. Once students grasp the concept, the analogy has served its role and may be set aside.

In response to the open‐ended question on comments on the use of analogies (Figure S1), 35% of pre‐pandemic (2019) students expressed support for increasing the use of analogies in the future. In contrast, only 9% of post‐pandemic (2024) students shared this view. This is consistent with the increased availability of online and digital tools, such as animations and videos, that offer students a wider array of resources to enhance their learning experiences. Among the pre‐pandemic cohort, one student suggested incorporating mind maps, while another suggested applying real‐world applications to enhance learning of biochemistry. For the post‐pandemic cohort, two students suggested additional tools, such as acronyms and acronym‐based mnemonics, to aid in remembering biochemical pathways and intermediates. In addition, two students proposed developing new analogies for other concepts, such as enzyme inhibitors and cAMP pathways.

Collectively, both pre‐ and post‐pandemic cohorts of dental students expressed a strong preference to maintain and expand the use of analogies, while also exploring additional tools to support their learning. This finding supports the continued relevance of analogies as a valued pedagogical tool in biochemistry education, despite a decline in academic preparedness and course engagement observed among students in the post‐pandemic period [9, 10, 11]. However, a key limitation of this study is that it relied on student perceptions without direct measurement of academic outcomes, such as their impact on assessment or examination performances. As such, while the findings provide insight into the perceived benefits and limitations of analogies, they do not demonstrate a causal relationship between analogy use and educational outcomes. Future research could explore whether students perform better on assessment items which evaluate concepts taught with analogies, compared to those taught through conventional methods. Such analysis could provide deeper insights into the effectiveness of analogies beyond students’ perceptions.

3.4.1. Implementation and Transferability

Our findings reinforce that the primary function of analogies is tobridge understanding. Once students understand the concept, the analogy has fulfilled its function and may be set aside. Effective implementations of analogies requires deliberate design. Impromptu or poorly structured analogies can confuse students or introduce misconceptions [8]. Drawing on our findings and classroom practice, we used the following design principles as a flexible framework, and suggest they may be adapted to the concept, course and classroom context:

• Identify the target concept and develop a suitable analogy.

• Explain the target concept in formal terms first.

• Introduce a familiar analogy and explicitly map key elements to the target.

• State a brief “limitation statement” to prevent overextension or misconceptions.

• Provide a concise visual (diagram or simple illustration) to support the mapping (Table 2).

• Fade or retire the analogy as students demonstrate conceptual mastery.

4. Conclusion

This study suggests that students perceived analogies as effective or relevant in dental biochemistry teaching both before and after the COVID‐19 pandemic. Despite an increase in blended learning and greater reliance on online resources, students continued to perceive analogies as effective pedagogical tools in visualizing abstract concepts and promoting knowledge retention. However, the study demonstrated post‐pandemic students thought that analogies conferred less benefits on knowledge retention. While analogies remained an essential tool in biochemistry teaching, students preferred a wider range of learning strategies to further enhance their understanding. However, these findings are based on student perceptions, and further research is needed to assess whether analogy use is associated with improved educational outcomes in biochemistry. To that end, future outcomes‐focused work can use feasible designs, such as item‐level comparisons of matched concepts taught with versus without analogies, to generate performance evidence of effectiveness.

Conflicts of Interest

The authors declare no conflicts of interest.

Supporting information

Supporting File 1: jdd70119‐sup‐0001‐figureS1.pdf