Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology
Article - Merrimack Access Only
Journal of College Science Teaching
National Science Teachers Association
A Peer-Led Team Learning (PLTL) program was implemented in a first-year, undergraduate Anatomy and Physiology course sequence to examine the student perceptions of the program and determine the effects of PLTL on student performance. PLTL was integrated into four sections of Anatomy and Physiology I and II in the fall 2010 and spring 2011 semesters. Students (N = 127, 70% completing the courses) completed a perceptual survey of the PLTL program, which was inserted into the Student Assessment of Learning Gains (SALG) online instrument. Across the four sections, students uniformly felt several dimensions of PLTL use provided moderate, good, or great help in their overall learning of course content and promoting discussion and collaboration with other students and engaging them in active learning. Within the two sections of Anatomy and Physiology I, quiz grades were compared between PLTL and non-PLTL years. Significant increases in scores were seen on some but not all material in this course on the basis of content quizzes. The results of the PLTL program thus support the hypothesis of increased student perception of learning and support an increase in student performance with certain content in the course.
Finn, K. E.,
(2015). Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology. Journal of College Science Teaching, 44(6), 38-43.
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Copyright National Science Teachers Association Jul/Aug 2015