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Evaluating the educational effectiveness of team-based cadaveric dissection in undergraduate anatomy training
Willy Barinem Vidona1, Helen Kikelomo Akinsunmi1, Ikenna Theophilus Ikele2
1Department of Anatomy, Ambrose Alli University, Ekpoma, Edo State, Nigeria.
Background:
Cadaveric dissection remains central to undergraduate anatomy education, yet its effectiveness is increasingly constrained by limited cadaver availability, inadequate laboratory infrastructure, and the emotional burden experienced by students. These challenges highlight the need for pedagogical approaches that optimise learning while maximising scarce anatomical resources. This study evaluated the educational effectiveness of a team-based learning (TBL) approach to cadaveric dissection among undergraduate anatomy students at Ambrose Alli University, Ekpoma, Nigeria.
Methods:
A quasi-experimental design was employed involving 155 second-year anatomy students assigned to either a traditional learning (TL) group (n = 77) or a TBL group (n = 78). Academic performance was assessed using standardised examination scores. Students' perceptions of collaboration, motivation, critical thinking, emotional adaptation, and resource utilisation were collected using structured questionnaires. Data were analysed using descriptive statistics and independent-samples t-tests, with statistical significance set at p < 0.05.
Results:
Students in the TBL group achieved significantly higher mean examination scores (84.6 ± 6.8) than those in the TL group (74.2 ± 7.5; t = 8.12, p < 0.001). A greater proportion of TBL participants reported enhanced collaboration (88% vs. 52%), increased motivation (90% vs. 60%), and improved emotional adjustment to dissection activities (82% vs. 48%). Additionally, 85% of TBL students indicated that task distribution within teams improved cadaver utilisation, compared with 38% in the TL group.
Conclusions:
Team-based cadaveric dissection produced superior cognitive and affective learning outcomes compared with traditional instruction. By improving academic performance, fostering teamwork, reducing emotional stress, and enhancing the efficient use of limited cadaveric resources, TBL represents a practical and effective pedagogical model for anatomy education in resource-constrained settings.
