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Using learning assistants to engage students in case/problem-based learning in a physiology course
Christine M Mavilian1, Roshini Ramachandran2
1David Geffen School of Medicine, University of California Los Angeles, Los Angeles, California, United States.
Advances in Physiology Education
|May 14, 2026
Summary
Integrating case/problem-based learning (C/PBL) and learning assistants (LAs) in physiology courses enhanced student metacognition and disciplinary identity. Most students found these methods crucial for improving critical thinking and belonging in the major.
Area of Science:
- Physiology Education
- Educational Psychology
Background:
- Traditional lecture formats may not fully foster critical thinking and disciplinary identity.
- Innovative pedagogical approaches are needed to enhance student engagement and metacognition in science education.
Purpose of the Study:
- To evaluate the combined impact of case/problem-based learning (C/PBL) and Learning Assistants (LAs) on student metacognition and disciplinary identity.
- To assess student perceptions of these integrated interventions in an upper-division physiology course.
Main Methods:
- Implementation of C/PBL worksheets and LAs in an undergraduate physiology course at UCLA.
- Collection of matched pre-/post-course survey data to measure changes in metacognition and disciplinary identity.
- Analysis of student feedback on the perceived benefits of C/PBL and LAs.
Main Results:
- A majority of students reported C/PBL and LAs as integral to their learning experience.
- Students demonstrated increased self-reported metacognitive practices, including self-questioning and goal-setting.
- Reported gains in critical thinking, engagement, confidence, and sense of belonging in physiology.
Conclusions:
- The combined use of C/PBL and LAs is an effective evidence-based strategy for enhancing student engagement and identity in physiology.
- These interventions appear beneficial across diverse student subgroups, including those with STEM family backgrounds.
- Faculty can consider adopting these integrated approaches to improve learning outcomes in physiology education.
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