Carousel Brainstorming – An Innovative Small Group Teaching Method to Augment Anatomical Knowledge of MBBS Students

Abstract

Introduction: This study investigated the impact of Carousel Brainstorming, a collaborative and interactive teaching method, on student learning in anatomy education. Emphasizing active participation and knowledge exchange, Carousel Brainstorming aims to enhance critical thinking, teamwork, and the comprehension of complex medical concepts. The research addresses the need for objective measures in real-world settings and explores the effectiveness of Carousel Brainstorming compared to traditional Tutorials. Methodology: Phase-1 MBBS students (n=100) in the academic year 2023-2024 participated in the study through simple randomization. The research spanned four months, and after a didactic lecture on Mammary Gland, students were divided into two groups: Group A (Tutorials) and Group B (Carousel Brainstorming). The latter engaged in a structured session involving pretests, subgroups, and rotating discussions. Post-tests were administered, and a questionnaire assessed students' perceptions. Results: Statistical analysis revealed significant differences in pre-test, post-test, and difference scores between Carousel Brainstorming and Tutorials groups (p < 0.001). Carousel Brainstorming exhibited higher post-test mean scores (7.6) compared to Tutorials (5.0). Students strongly agreed (56.8%) that Carousel Brainstorming was effective. Conclusion: Carousel Brainstorming emerges as a well-received and beneficial teaching method in anatomy education. Its collaborative and interactive nature positively influences knowledge acquisition and retention, fostering active learning. Future research may explore long-term impacts and diverse applications of Carousel Brainstorming in educational settings, offering a promising avenue for innovative pedagogy. KEYWORDS: Carousel Brainstorming, Anatomy education, Teaching-learning methods, Student perception, Learning gains.