The Use of Learning Assistants to Facilitate Student Engagement and Learning - A Classroom Pedagogical Study
Abstract
Introduction: Enhancing student retention and conceptual mastery within the undergraduate Anatomy and Physiology (A/P) curriculum serves as a foundational strategy for advancing student readiness in pre-professional pathways. Discipline-specific teaching strategies should be evaluated for how well they support student success in introductory gateway courses such as the A/P series. Our study extends the Learning Assistant model where undergraduate students support learning in the classroom by involving them in active, peer-led teaching to examine its impact on course grades and content learning. Method and Results: Cohort 2 (Spring) students showed significantly higher academic performance than Cohort 1 (Fall), with increased laboratory exam scores and overall course grades (86% vs 77%, p
Fields of Study & Subjects
Higher Education Practises and Engagement
Innovative Teaching Methods
Reflective Practices in Education
Publication details
- Journal / source
- AJP Advances in Physiology Education
- Publisher
- American Physiological Society
- Volume
- 50
- Issue
- 2
- Pages
- 422–432
- Publication date
- 11 March 2026
- Language
- EN