Implementation of Collaborative and Active Learning Strategies in Medical Education: An Institutional Study at All Saints University School of Medicine, Dominica

Background: Traditional lecture-based teaching has limitations in fostering problem-solving, teamwork, and global medical competency. Active and collaborative learning approaches are increasingly recognized as effective alternatives in medical education. Objective: To evaluate the implementation of collaborative and active learning strategies and assess their impact on student engagement, academic performance, and perceptions at All Saints University School of Medicine, Dominica. Methods: A two-month institutional study was conducted among 100 undergraduate medical students. Collaborative strategies including team-based learning, peer-assisted learning, and flipped classroom sessions were introduced. Data were collected through pre- and post-intervention assessments, attendance records, classroom participation, and structured feedback surveys. Academic performance was measured using Objective Structured Practical Examination (OSPE) and multiple-choice questions (MCQ). Descriptive and inferential statistics were applied, with p < 0.05 considered significant. Results: The mean age of participants was 21.6 ± 2.1 years, with 54 males and 46 females. Active class participation improved from 38% pre-intervention to 82% post-intervention, while regular attendance increased from 72% to 91%. OSPE scores rose significantly from 61.2 ± 8.4% to 74.6 ± 7.9% (p < 0.001), and MCQ scores from 58.5 ± 9.1% to 72.1 ± 8.7% (p < 0.001). Student feedback indicated high satisfaction, with mean Likert scores above 4.2 across domains of critical thinking, teamwork, motivation, and conceptual understanding. Overall, 88% of students preferred active learning methods over traditional lectures. Conclusion: Implementation of collaborative and active learning strategies enhanced student engagement, academic performance, and satisfaction. These findings support their integration in Caribbean medical curricula to strengthen global medical competency.