Abstract
BACKGROUND: Individual preparation can enhance the effects of collaborative learning through effective information processing. However, the limitations of prior studies in distinguishing the unique effects of individual preparation from individual learning, as well as their focus on short-term effects within the humanities and social sciences, have hindered its application into education for health professionals. Therefore, the current study examined the distinct effects of individual preparation for collaborative learning in short- and long-term contexts by conducting two experiments. METHODS: Experiment 1, conducted with 88 college students, compared the immediate and long-term test results of participants who prepared individually before collaborating, those who engaged in collaborative learning, and those who engaged in individual learning. Experiment 2, conducted with 71 medical and dental students, examined the learning effect of individual preparation for collaborative learning using medical education materials, in comparison to collaborative learning and individual learning. RESULTS: In Experiment 1, the results demonstrated that the participants who prepared individually before collaboration performed better than those who engaged solely in collaborative or individual learning. The results of Experiment 2 indicated that medical and dental students who prepared individually and then collaborated performed better than those who engaged solely in collaborative or individual learning in short- and long-term settings. CONCLUSIONS: These findings suggest that individual preparation for collaborative learning can be an effective instructional approach across educational settings, which enhances the academic performance in short- and long-term perspectives especially in education for health professionals.