Peer-Assisted Learning Strategies in Human Anatomy & Physiology

Peer-assisted strategies foster learning in science courses. This article outlines a cross-year, peer-assisted learning program in a Human Anatomy and Physiology 1 course. The aim of this 2-year study was to implement the program and evaluate it on the basis of student performance and feedback. Form...

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Bibliographic Details
Published inThe American biology teacher Vol. 73; no. 3; pp. 144 - 147
Main Author Hughes, Kathleen S.
Format Journal Article
LanguageEnglish
Published Reston University of California Press 01.03.2011
University of California Press Books Division
Subjects
Anatomy & physiology
Biology
Collaborative learning
College students
Educational leadership
Educational programs
Evaluation
Grade Point Average
Human anatomy
Learner Engagement
Learning
Learning Strategies
Methods
peer leaders
Peer relations
Peer Teaching
Peer tutoring
Peer-assisted learning
Physiology
Posttests
Pretests
RESEARCH ON LEARNING
Science Curriculum
Science education
Science learning
Sciences education
Social aspects
student assessment
supplemental instruction
Supplementary Education
United States
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Summary:Peer-assisted strategies foster learning in science courses. This article outlines a cross-year, peer-assisted learning program in a Human Anatomy and Physiology 1 course. The aim of this 2-year study was to implement the program and evaluate it on the basis of student performance and feedback. Former students were hired each year to lead optional discussion sessions. Student attendance was positively correlated with higher course averages and overall grade-point averages yet limited improvement in posttest scores. Students favorably evaluated the program and suggested improvements. Biology educators would benefit from a central interactive database devoted to peer-assisted learning in our discipline.
ISSN:0002-7685
1938-4211
DOI:10.1525/abt.2011.73.3.5