Cooperative and Collaborative Learning: An Innovation in Teaching Medical Physiology

Abstract

The implementation of didactic methodologies in medical physiology courses supports the improvement of students' physiological and critical thinking. The objective of this study was to analyze the educational experience in the physiology course of the medical program in a higher education institution in southern Colombia during the academic periods taking place between 2018 and 2019. It was carried out with an exploratory sequential mixed-methods approach, which was carried out in four phases based on C. Chadwick's Instruction model. Activities based on collaborative and cooperative learning were designed and applied through a learning guide and the results were evaluated through focus groups. Learning styles were also assessed to see if they were associated in any way with academic success. A total of 204 medical students participated, of whom 36% were male and 64% female. Their average age was 19.5 (SD ±2.7) years, and their learning styles were assessed by means of the Herrmann Brain Dominance Instrument. 32.4% of the males and 22% of the females were assessed as having a left-cerebral learning style, while 18% of the males and 20% of the females were assessed as having a combined left-cerebral and left limbic style. Additionally, the results of academic performance were analyzed according to sex and age. In the qualitative analysis. The most relevant pedagogical-didactic category identified was the contribution of collaborative work to successful learning during the physiology course, as participation in it led to significant learning by physiology students. Collaborative and cooperative learning allowed the topics to be learnt through student interaction, thereby promoting teamwork.