In recent years, faculty development (FD) is conducted in most universities, and active learning methods have been developed and practiced in many subjects, in addition to class support tools that utilize information and communications technology. At our college, it is becoming more common for the class teacher to select, practice, and consider methods and tools that are suitable for their class, and to improve the class.At the FD workshop held in February 2018, we examined cases that can be used for practical training and experiments to improve classes, triggered by a case study of active learning by lecturer Yasutaka Ishii of Waseda University.Reflection methods (review sheets or reaction papers) were selected after considering the immediate effect and the relationship of trust with college students. Examples of trials using reflection methods and class improvement were provided, but there were few actual examples in the praxis of anatomical physiology of dietitian training. In addition,although there were examples of improvement combined with the class evaluation questionnaire, there were almost no attempts to improve the contents of each class or to deepen the connection with dietitians. This study reports trials using communication papers (original review sheets) in the praxis of anatomical physiology conducted in 2018, and reports improvement of class contents.The use of communication papers in the praxis of anatomical physiology was considered to be effective. In particular, their use does not place a heavy burden on teachers or students, and teachers are able to quickly visualize their understanding, interests, and connections with dietitians as data. The author concluded that for students, communication papers are quite effective not only for confirming attendance, but also for reviewing and improving classes.