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Team-based learning in anatomy: an efficient, effective, and economical strategy.
Nagaswami S Vasan1, David O DeFouw, Scott Compton
1Department of Cell Biology and Molecular Medicine, New Jersey Medical School, Newark, NJ 07103, USA. vasanns@umdnj.edu
Anatomical Sciences Education
|October 15, 2011
Summary
Team-based learning (TBL) in medical education significantly improved anatomy exam scores compared to traditional lectures. This interactive approach enhanced student performance and engagement in collective learning.
Area of Science:
- Medical Education
- Anatomy Education
- Pedagogy
Background:
- Traditional lecture-based curricula are common in medical education.
- Team-based learning (TBL) offers an interactive small-group learning alternative.
- Adapting TBL requires specific modifications to fit institutional needs.
Purpose of the Study:
- To evaluate the impact of a modified Team-based Learning (TBL) strategy on student performance in anatomy.
- To compare TBL-based anatomy curriculum outcomes with traditional lecture-based preclinical courses.
- To assess student perceptions of the TBL strategy in medical education.
Main Methods:
- Modified TBL replaced anatomy lectures, incorporating pre-assigned readings, individual readiness assurance tests (IRAT), and group readiness assurance tests (GRAT).
- Embryology and clinical correlations remained lecture-based.
- Student performance was evaluated using departmental unit exams and the National Board of Medical Examiners (NBME) Subject Examination over five years.
Main Results:
- TBL-based anatomy courses demonstrated higher departmental and NBME Subject Examination scores compared to lecture-based anatomy.
- Average NBME scores in TBL-based anatomy were significantly higher than in all lecture-based preclinical courses.
- A progressive improvement in NBME Subject Examination scores was observed following TBL implementation in anatomy.
Conclusions:
- The modified TBL strategy positively impacted student academic performance in anatomy.
- TBL fostered self-directed learning, team responsibility, and peer respect among medical students.
- Student perceptions of TBL were consistently positive, regardless of individual academic achievement.
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