Collaborative Learning in the Undergraduate A&P Classroom

Abstract

The Collaborative Learning Assessment through Dialogue (CLAD) method has been shown to increase test scores in various types of courses. The purpose of this method is to promote active learning and social interaction, two factors that are seen as key in creating high achieving classrooms. Our hypothesis is that utilization of the CLAD method will increase scores on “traditional” tests taken during the A&P course thereby indicating greater retention of material and higher achievement. Students were randomly placed into groups. Students individually completed anticipation guides to foster preparation outside of class, took a solo quiz prior to lecture in class, and then took a group quiz, which was pre‐coded with the correct answer utilizing color changing markers, after lecture. Statistical analysis indicated that except for one test given during the entire A&P I and II course sequence, there was no difference in test scores in classes where CLAD was used compared to classes in previous years where it was not used. However, a survey of the students indicated that 75% felt the anticipation guide helped them to be better prepared for lecture, 90% liked the group discussion associated with the group quiz, 64% felt they learned more than they would have if CLAD had not been used and 71% recommended that the CLAD method be utilized in future A&P classes. Although the CLAD method does not appear to cause any improvement in “traditional” test scores, students believed that they were better prepared, more engaged and had an improved performance when this method was used.