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Measuring the Impact of Cooperative Learning Exercises on Student Perceptions of Peer‐to‐Peer Learning: A Case Study

Purpose: The purpose of this case study was to present a model cooperative learning exercise in physician assistant (PA) education. Student perceptions of peer‐to‐peer learning and course evaluation comments were examined along with observational evidence from an instructor teaching a pharmacotherapy course sequence using informal group work (comparison group) and cooperative learning group work strategies (intervention group). Method: Four new cooperative learning cases were added to semester I and semester II of the twosemester pharmacotherapy sequence for the intervention group. The rest of the course structure remained the same. Online course evaluation results were compared to evaluate the effect of the addition of the cooperative learning exercises on the students’ impression of peerto‐peer learning. Subjective comments from course evaluations were reviewed for themes regarding learning from peers and cooperative learning cases. Instructor observations were also examined. Results: After semester II, the members of the intervention group felt they learned more from their classmates than the comparison group did (p = 0.02); this difference was not significant after semester I (p = 0.79). With regard to teaching their classmates, no significant difference between the groups was found at the end of semester I (p = 0.72) or semester II (p = 0.15). Subjective comments from course evaluations were largely positive. Instructor observations suggested that the cooperative learning exercises fostered enhanced engagement with the subject matter and augmented critical thinking. Conclusions: The addition of cooperative learning cases enhanced students’ impressions of peer‐to‐peer learning in a group setting and increased student engagement in the learning process.