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A small-group approach with poster presentations was used to address case-based problems, enabling learners to apply theory to real-life examples through open-ended, focused questions. The study involved students in an Anatomy and Physiology course sequence, using group goals and individual accountability with self- and peer-evaluation rubrics. 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Hilvano1, Karen M. Mathis1* and Daniel P. Schauer2  \n1Science and Health Department, University of Cincinnati, Clermont College, 4200 Clermont College Drive, Batavia, OH 45103, 2Internal Medicine, University of Cincinnati, College of Medicine,  \n231 Albert Sabin Way, Cincinnati, OH 45229  \n*[Corresponding Author:](Corresponding Author: karen.mathis@uc.edu)[ ](Corresponding Author: karen.mathis@uc.edu)[karen.mathis@uc.edu](Corresponding Author: karen.mathis@uc.edu)  \nAbstract: Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life examples through open-ended, focused questions. This study consisted of students enrolled in an Anatomy and Physiology course sequence. Assessment was based on group goal and individual accountability. Rubrics for evaluation were developed for self and peer assessment of each groups’ dynamics. A poster session provided our students with an opportunity to explain their work to an audience, as well as generate active discussion and peer evaluations. This study showed a significant positive effect (p = 0.0001-0.0025) on students’ knowledge, attitude and psychomotor skills.  \nKey words: collaborative learning; small group discussion  \nINTRODUCTION  \nThe University of Cincinnati, Clermont College (UCCC) is an open access regional campus that focuses on undergraduate students pursuing associate and technical degrees, as well as transferring to the main campus in Clifton. We have a diverse student population of which 58% are female, 42% are parttime students, 17% are minorities, and 36% are 25 years and older.  \nStudents who enroll in Anatomy & Physiology are, in general, seeking degrees in health care fields. The Anatomy & Physiology course sequences are rigorous in both quantity and depth of material. Although courses have a laboratory component, the majority of the time is spent in traditional lecture. Moreover, in most classroom settings, not everyone is an active learner. Only a few students raise their hands and speak, ask questions, or interact in class. Due to time constraints, there is little occasion to apply what is learned to pathologic anatomy, which discusses the changes brought on by disease, or clinical anatomy that relates to manifestations of disease. Shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and become critical thinkers (Totten, et al., 1991) . Currently, work place environments and technological advancements require workers to solve problems and make team decisions. The Essential of Baccalaureate Education for Professional Nursing Practice outlines nine essential outcomes expected of graduates of baccalaureate nursing programs (American Association of Colleges of Nursing, 2008) . Essential VI indicates that effective communication and collaboration among health professionals is imperative to providing patient-  \ncentered care. It also directs that the undergraduate baccalaureate program should prepare students to incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships (American Association of Colleges of Nursing, 2008) . Feingold et al. (2008) demonstrated that students clearly connect the concept of working in a group to their future roles as members of health care teams. According to the American Physical Therapy Association, physical therapist assistants work as part of a team throughout their career (American Physical Therapy Association, 2013) . As instructors we recognized that our course assignments were not helping our students to learn these skills. To respond to these ch","cbCaiiW5u6oTFlDF","https://ap.wps.com/l/cbCaiiW5u6oTFlDF","pdf",268934,"English","# Abstract\n# Introduction\n# Research Questions\n# Methods and Course Sequence (SGD)","[{\"question\":\"What teaching approach was used to tackle the case-based problems?\",\"answer\":\"Students used small group discussions and poster presentations to work through case-based problems and engage in focused, open-ended questions.\"},{\"question\":\"How were student performance and group work evaluated?\",\"answer\":\"Assessment relied on group goal achievement and individual accountability, with rubrics supporting self- and peer assessment of each group’s dynamics.\"},{\"question\":\"What impact did the small group discussion project have on students?\",\"answer\":\"The study reported a significant positive effect on students’ knowledge, attitude, and psychomotor skills.\"}]","Collaborative Learning Utilizing Case-Based Problems | PDF",1792079454,23]