Purpose
Educators of the health sciences strive to deliver engaging and meaningful experiences for learners. “Matchy-Matchy” is an activity designed to engage students in active learning to enhance their understanding of key concepts. Here students match terms, concepts, or images to reinforce learning, assess comprehension, promote critical thinking, and encourage peer collaboration. To assess its usefulness, we implemented Matchy-Matchy activities in several courses (premedical and medical) and collected feedback via class surveys.

Methods
The Matchy-Matchy activities were conducted during team-based learning (TBL) sessions in two premedical courses: (Human Physiology and Anatomy and Physiology II) and in medical school pharmacology sessions as part of a second-year course (Endocrine/Reproductive). During the premedical sessions, students matched cell organelles with their functions, glands with their corresponding hormones, structures with anatomical names, and EKG recordings with associated abnormalities. For medical students, the activities involved matching drugs to mechanisms to adverse effects. The activities occurred in a learning laboratory, with TBL groups comprising 6-7 students each. Groups received activity materials in closed envelopes and worked collaboratively to complete the matches. At the end of the session, selected teams explained the logic behind their matching results, fostering discussion and reinforcing the learning outcome. Feedback was collected via a survey with Likert-style questions.

Results
For the premedical students, the Matchy-Matchy activities helped recall important terms and concepts more so than the medical students. Premedical students also favored a stronger preference for inclusion of more Matchy-Matchy activities in future sessions. Those students also reported that these activities significantly enhanced their understanding of the course material.

Conclusions
The Matchy-Matchy activities were valued as an educational experience more by the premedical students. However, medical and premedical cohorts acknowledged the purpose of reinforcing connections between attributes, as they were able to recognize the session objectives.