Team‐based learning in a medical gross anatomy and embryology course

Abstract

The application of team-based learning (TBL) as a major component of a medical gross anatomy course was evaluated. TBL is a method of small group instruction that addresses some of the shortcomings of other small-group teaching approaches. The core components of TBL were instituted in 12 small group sessions in the course. Each session included objective-oriented assignments, an individual readiness assurance test, a group readiness assurance test and a group application problem. Peer evaluation was carried out on a regular basis. Scores from TBL session activities and course examinations were analyzed and compared to previous years' course performance. Student course evaluation data and faculty feedback were also collected. Student evaluation data and faculty response indicated strong support for the TBL method as it was implemented in the course. Faculty noted improvements in students' day-to-day preparedness and group problem solving skills. Students' mean scores on exams were not significantly different from those of previous years. There was, however, a significantly smaller variance in examination scores that was reflected in a lower course failure rate compared to previous years. Correlation analyses of TBL and examination performance suggested that individual readiness assurance test performance is a good predictor of examination performance. TBL proved to be a superior method for small group learning in our anatomy course. Student performance suggested that TBL may most benefit academically at-risk students who are forced to study more consistently, are provided regular feedback on their preparedness and given the opportunity to develop higher reasoning skills.

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 ؟

“…By working together in highly prepared and structured settings, the students performed better as a group. This result is consistent with those of Chung et al and Nieder et al 17,19 A similar study by Vasan et al compared TBL and traditional lectures with anatomy curricula. 12 The results of that study also revealed a significantly greater improvement in knowledge gain in the TBL group compared to the lecture group.…”

“…This finding agrees with previous studies which reported on the effectiveness of the TBL method in medical sciences education. 18,19 Educational experiences using the TBL format were also compared with other methods. 20,21 For example, Mody et al compared TBL with the lecture-based method and showed that TBL can be used as a novel approach for medical students' education in family planning.…”

The gross anatomy course: An analysis of its importance

“…Multiple reports compare problem-based learning (Azer and Eizenberg, 2007), peer teaching (Krych et al, 2005;Evans and Cuffe, 2009), team-based learning (Nieder et al, 2005), computer or web-based teaching materials (Bryner et al, 2008;Petersson et al, 2009), and clinical skills (Dusseau et al, 2008) with traditional dissection methodology. Winkelmann (2007) reviewed several novel teaching methods and found that they were mostly judged to be ''not disadvantageous'' while at the same time not achieving significantly better results than traditional teaching methods on comparable examinations.…”

Evaluation of a modified team based learning method for teaching general embryology to 1styear medical graduate students

“…[1,7,9] Team based learning is a relatively more recent active learning strategy employed in medical education. [10][11][12][13][14] Many of the changes that are required in the curriculum for the implementation of active learning methods are common to most approaches. Team based learning is a student-centered but instructorled method of learning.…”

“…[11] Later, this method was more extensively used in a medical gross anatomy and embryology course at the Wright State University School of Medicine, with encouraging results. [12] A modified TBL method has been effectively implemented in teaching pathology to undergraduates at St. George's University, Grenada, West Indies. [14] The effective use of TBL requires redesigning a course from beginning to end, with the planning starting well before the start of the term.…”