Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing ? = هل نهج طريقة التعلم القائم على الفريق لعلم التشريح أفضل من إلقاء المحاضرات التعليمية ؟

Abstract

Objectives:Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. Methods: This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Results: Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. Conclusion: The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States

“…Extending the previous findings on the effectiveness of implementing TBL approach in improving PT students’ academic outcomes in gross anatomy courses [ 4 - 6 ], results of this study provided evidence to support the use of the TBL approach to increase students’ exam scores when compared to the traditional instructional method in two PT patient/client management courses. The effect sizes of the TBL approach on both courses were comparable, which are considered a medium effect.…”

“…The increase in exam scores in DPT students taught using the TBL approach may be due to the following reasons. First, DPT students’ perceptions and satisfaction toward TBL have been reported to be favorable by other investigators [ 4 - 6 ], perhaps increasing stu dents’ engagement and interest in course content and therefore enhancing their learning. Second, several investigators reported students’ improved problem solving and increased knowledge retention when TBL approach was used [ 11 , 12 ].…”

“…Improvements in students’ knowledge scores resulting from the implementation of TBL in health professions education have been well documented [ 3 ]. Despite the potential benefits of TBL, the only published literature regarding TBL in doctor of physical therapy (DPT) curricula, to our knowledge, is in a foundational science course, gross anatomy [ 4 - 6 ]. In these studies, investigators compared academic performance after receiving TBL with dissection lab or lecture with dissection lab.…”

Hybrid Team-Based learning in cardiorespiratory physiotherapy education

“…In addition, during phase 3 (application exercise) it was notable that some students' unwilling to challenge colleagues, lack confidence to voice their ideas or opinions to the class and educator, and anxious during presentation though it was not part of the module summative assessment. A plausible reason might be as the task design was matched to real-life scenarios, it might have challenged some student's coping skills to demands on accountability, working in teams, being creative, and time management skills (Atwa et al, 2019;Ghorbani et al, 2014;Livingston et al, 2014).…”

Wilderness Medicine Simulation-Based Teaching Program for Medical Students in the UK

“…Studies have shown that interactive small-group discussion, simulation, and deliberate practice are more effective than didactic large-group teaching. [4][5][6] Furthermore, simulation-based teaching has been shown to be more effective at preparing junior doctors for assessment and management of critically ill patients when applied to related disciplines, such as trauma, 7 emergency medicine, 8 and ENT emergencies. 9 This article describes the teaching program designed by CUWMS and offers an example of a low-cost, easy-toimplement course as an adjunct to an already crowded undergraduate medical education.…”