Evaluating a Collaborative-Based Learning Experience Pilot Intervention for High School Health Science Students Using the DEAL Reflection Framework

One of the goals of the SEPA (Science Education Partnership Award) grant is to enhance health science education by providing teachers with professional development training and localized resources that enrich student learning. To achieve this goal, one SEPA project trained teachers in a case-based collaborative learning intervention, using health case studies to foster critical thinking and real-world problem-solving among students. This evaluation explores the implementation process and teacher experiences using the DEAL (Describe, Examine, and Articulate Learning) reflection framework (Ash & Clayton, 2009), highlighting its effectiveness as an efficient tool for collecting rich qualitative data. Findings from five participating teachers provide insight into the effectiveness of this instructional method, while student surveys are incorporated to triangulate data and amplify student perspectives. The results demonstrate the value of structured reflection as a scalable and practical evaluation method, reducing the burden on educators while ensuring rigorous and meaningful assessment of educational interventions.