Laboratory biosafety and biosecurity related education in Pakistan: Engaging students through the Socratic method of learning

Background: Laboratory biosafety is currently a major global issue in clinical research and academic laboratories. To alleviate these concerns, subject-specific education of standardized laboratory practices is essential and should be delivered in a comprehensible, interactive, and appealing manner. The objective of the present study was to engage university-level students in laboratory biosafety and biosecurity related education through the Socratic method of learning. A pre/post-test model was implemented to assess the knowledge improvement after the workshop. Methods: Two workshops were conducted individually at a public and private educational institute in October 2019 and December 2019, respectively. Important concepts were delivered in an interactive engagement format to ensure substantive understanding. Pre- and post-training scores were computed, and a paired t-test was used to assess knowledge gain. Results: Out of the 357 students from both institutes, 320 (90%) provided consent and completed the pre- and post-test questionnaires. The participants lacked a baseline knowledge of laboratory biosafety. A statistically significant increase (14% to 84%) in knowledge was reported among students, with a p-value of < 0.001. Scores improved in the post-test assessment, where 87% were high performers, and only 1% were low-performing students. The difference between the pre- and post-test mean scores was indicative of a substantial 70% improvement in education. Students exhibited high levels of satisfaction with the Socratic method of teaching style. Conclusion: The study highlighted the significance of the Socratic style of learning for engaging students and improving their knowledge and awareness of laboratory biosafety in academic settings in Pakistan