Research shows that changes in teaching modalities because of COVID had a significant impact on student learning, motivation, and stress levels. The usual methods of instruction and assessment could not be utilized, and once schools came back to face-to-face instruction, students were expected to adjust accordingly. However, much was lost during the pandemic in terms of student learning. This is further compounded by AI surge and the readily available, heavily unregulated AI tools that both students and faculty use. Experts agree that to properly utilize AI, users need to know how to use it. This requires basic knowledge of how it works, armed with critical thinking. There is a dire need for alternative means to help students develop critical thinking skills. To address learning gap, changes were made in college-level anatomy and physiology classes of about 30 students per class. One of the activities involved having students research and present on a specific neuroglial cell. Students were given a specific prompt and free rein on how to present reports in class. Across four repeated exam items on neuroglia, scores differed significantly across five semesters (Friedman χ²(4)=13.0, p=.011; Kendall’s W=0.81). Mean performance from pre-pandemic lecture semesters (82% in 2017; 77% in 2019) dropped to 50% in 2023 (lecture, post-pandemic), increased to 61.5% with group work in 2024, and was 58.3% with group work + AI in 2025. Overall pattern shows a post-pandemic decline with partial recovery under group work and no gain when AI use was permitted.

Authors:
Joanne Cabanilla, Mission College and San Jose City College, United States

About the Presenter(s)
Dr. Joanne L. Cabanilla teaches at Mission College and SJCC. Educated in zoology and with a medical degree from the University of the Philippines, she is passionate about helping future healthcare professionals learn and think critically.

See this presentation on the full schedule – Wednesday Schedule

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