Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

Area of Science:

• Medical Education
• Anatomy Pedagogy
• Health Professions Education

Background:

• Traditional anatomy lectures present challenges for factual recall.
• Team-based learning (TBL) offers an interactive small-group approach.
• Evaluating TBL's effectiveness in anatomy education is crucial.

Purpose of the Study:

• To compare student satisfaction, engagement, and knowledge gain in anatomy using TBL versus traditional lectures.
• To assess the impact of modified TBL on first-year physical therapy students.
• To determine the efficacy of TBL in anatomy curriculum.

Main Methods:

• Modified TBL techniques were implemented for lower limb anatomy over eight weeks.
• Students completed individual readiness assurance tests (IRAT) and group readiness assurance tests (GRAT).
• Student satisfaction was measured via questionnaire, and academic performance was assessed using IRAT, GRAT, and final exam scores.

Main Results:

• Students reported higher satisfaction with the TBL teaching method.
• TBL-based final examination scores were significantly higher than lecture-based midterm exam scores.
• TBL demonstrated a positive impact on student engagement and educational achievement.

Conclusions:

• Team-based learning is an effective method for teaching anatomy.
• TBL can be used independently or combined with traditional lectures for enhanced anatomy instruction.
• The findings support the integration of TBL into medical and health professions curricula.