The Use of Learning Assistants to Facilitate Student Engagement and Learning - A Classroom Pedagogical Study

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<0.0001). To investigate factors contributing to this improvement, we conducted a student survey of both groups. Cohort 1 experienced the original Learning Assistant model, whereas Cohort 2 participated in an expanded model in which Learning Assistants led weekly review activities during the laboratory sessions. Students in Cohort 2 reported greater improvement in their understanding of course content (82% vs 71%, p<0.05), and across both cohorts, students viewed Learning Assistants as a valuable component of the course. Conclusion: The active engagement of students in review activities facilitated by Learning Assistants during the laboratory setting was found to be an efficient pedagogical approach to enhancing student learning in Anatomy and Physiology. This is a potential methodology that can enhance the educational experience and retention of students seeking pre-health majors and professional careers.