Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Using learning assistants to engage students in case/problem-based learning in a physiology course. |
| Συγγραφείς: |
Mavilian CM; David Geffen School of Medicine, University of California Los Angeles, Los Angeles, California, United States., Ramachandran R; Department of Biology and Chemistry, California State University Monterey Bay, Seaside, California, United States. |
| Πηγή: |
Advances in physiology education [Adv Physiol Educ] 2026 Sep 01; Vol. 50 (3), pp. 728-738. Date of Electronic Publication: 2026 May 14. |
| Τύπος έκδοσης: |
Journal Article |
| Γλώσσα: |
English |
| Στοιχεία περιοδικού: |
Publisher: American Physiological Society Country of Publication: United States NLM ID: 100913944 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1522-1229 (Electronic) Linking ISSN: 10434046 NLM ISO Abbreviation: Adv Physiol Educ Subsets: MEDLINE |
| Imprint Name(s): |
Original Publication: Bethesda, MD : American Physiological Society, c1989- |
| Ιατρικοί όροι (MeSH): |
Problem-Based Learning*/methods , Physiology*/education , Students*/psychology, Educational Measurement/methods ; Humans ; Curriculum |
| Περίληψη: |
This article details the design and first-time implementation of case/problem-based learning (C/PBL) and learning assistants (LAs) in conjunction in an upper-division physiology course within the Department of Integrative Biology and Physiology at UCLA, with the aim of evaluating their combined influence on student perception of metacognition and disciplinary identity through matched pre- and postcourse survey responses. A majority of students reported that C/PBL worksheets and LAs were integral to their learning experience, with students reporting gains in critical thinking, engagement, confidence, and sense of belonging in the physiology major. Matched pre- and postanalyses showed increases in self-reported metacognitive practices such as self-questioning and goal-setting. Demographic subgroup comparisons revealed broadly similar outcomes, with modest advantages for students with STEM family backgrounds, suggesting that students across diverse subgroups perceived these interventions as beneficial. We envision that this work will assist faculty in considering the adoption of these approaches together as evidence-based strategies for enhancing engagement and identity in physiology education.NEW & NOTEWORTHY This article details the design and implementation of case/problem-based learning and learning assistants concomitantly within a core physiology course at UCLA. Student feedback through pre- and postcourse surveys highlight how these pedagogical approaches may enhance student learning attitudes and disciplinary identity within the major. This work suggests that case/problem-based learning and learning assistants can be used hand in hand as tools for promoting engagement and inclusion in similar courses, though further controlled studies are needed. |
| Contributed Indexing: |
Keywords: active learning; case/problem-based learning; disciplinary identity; learning assistants; metacognition |
| Entry Date(s): |
Date Created: 20260514 Date Completed: 20260608 Latest Revision: 20260608 |
| Update Code: |
20260609 |
| DOI: |
10.1152/advan.00121.2024 |
| PMID: |
42132447 |
| Βάση Δεδομένων: |
MEDLINE |