Using learning assistants to engage students in case/problem-based learning in a physiology course

This article details the design and first-time implementation of case/problem-based learning (C/PBL) and learning assistants (LAs) in conjunction in an upper-division physiology course within the Department of Integrative Biology and Physiology at UCLA, with the aim of evaluating their combined influence on student perception of metacognition and disciplinary identity through matched pre- and postcourse survey responses. A majority of students reported that C/PBL worksheets and LAs were integral to their learning experience, with students reporting gains in critical thinking, engagement, confidence, and sense of belonging in the physiology major. Matched pre- and postanalyses showed increases in self-reported metacognitive practices such as self-questioning and goal-setting. Demographic subgroup comparisons revealed broadly similar outcomes, with modest advantages for students with STEM family backgrounds, suggesting that students across diverse subgroups perceived these interventions as beneficial. We envision that this work will assist faculty in considering the adoption of these approaches together as evidence-based strategies for enhancing engagement and identity in physiology education.NEW & NOTEWORTHY This article details the design and implementation of case/problem-based learning and learning assistants concomitantly within a core physiology course at UCLA. Student feedback through pre- and postcourse surveys highlight how these pedagogical approaches may enhance student learning attitudes and disciplinary identity within the major. This work suggests that case/problem-based learning and learning assistants can be used hand in hand as tools for promoting engagement and inclusion in similar courses, though further controlled studies are needed.