Cooperative quizzes in the anatomy and physiology laboratory: a description and evaluation.

Abstract

Physiology educators read journals, such as this one, to gather ideas about curriculum and instruction. Most articles focus on curriculum (i.e., what is taught), but this paper will focus on instruction (i.e., how curriculum is implemented). Just as there are different types of curricula, there are different types of instruction. The most common strategy is lecture. Lectures are extremely efficient for delivering large amounts of information in a short period of time. A common laboratory strategy is discovery or inquiry-based learning (i.e., giving students tools, cognitive and physical, to deduce new information via investigations). A third instructional strategy is the use of cooperative learning. Proper conditions are required for each instructional strategy, and problems arise when the wrong combinations are put together. This paper will describe how a cooperative learning environment can be created in the anatomy and physiology laboratory through the use of cooperative quizzes. It will include a brief introduction to the pedagogical theory behind cooperative learning and an evaluation of the effectiveness of quizzes compared with more traditional methods.