Abstract — We evaluated whether a classic article on haemorheology would\r\nlead to better learning when integrated with a collaborative rather than an individual\r\nteaching strategy in the undergraduate physiology classroom setting. A total\r\nof 88 2nd-year medical students were randomised to solve assignments based on\r\nthe classic article individually (n = 42) or in groups (n = 46) during a 45-minute\r\nlesson on basic haemorheology. At the end of the lesson, students completed a test\r\nand an evaluation form. There were no differences between the two intervention\r\ngroups with regard to the total test score, but students who had worked in groups\r\nrated their own effort during the lesson higher. In the present study, a collaborative\r\nteaching strategy did not lead to higher test scores than an individual teaching\r\nstrategy. However, our findings suggest that students working in groups may\r\nfeel a greater level of involvement during class.