The Neuroscience Classroom Remodeled with Team-Based Learning.

Area of Science:

• Neurobiology Education
• Educational Psychology

Background:

• Traditional lecture formats struggle to foster student engagement and active learning.
• Neuroscience education requires methods that promote deeper understanding and critical thinking.

Purpose of the Study:

• To describe the application of Team-Based Learning (TBL) in an undergraduate Neurobiology course.
• To evaluate the effectiveness of TBL in promoting student engagement, responsibility, and learning outcomes.

Main Methods:

• Implemented TBL, involving pre-class readings and Readiness Assurance Tests (individual and team-based).
• Utilized in-class team activities, application exercises, and graded team assignments requiring critical thinking.
• Facilitated mini-lectures based on identified student misconceptions.

Main Results:

• TBL promoted regular attendance and pre-class preparation among students.
• Students reported improved content retention, problem-solving abilities, and appreciation for diverse perspectives.
• Exam scores and overall course grades indicated TBL's effectiveness in neurobiology learning.

Conclusions:

• Team-Based Learning is an effective pedagogical strategy for neurobiology courses.
• TBL fosters a collaborative environment that enhances student accountability and academic achievement.
• The method successfully addresses student misconceptions and promotes higher-order thinking skills.