Student Perceptions and Effectiveness of Team‐Based Learning in Anatomy

Abstract

Team‐based learning (TBL), a method of instruction involving both independent study and group activities, is purported to improve student participation in learning, promote development of skills required for teamwork, and foster independent learning. Following examples in the literature, team‐based learning was implemented in a gross anatomy and embryology course for doctor of physical therapy students. The intent of the study was to assess students’ perceptions of TBL and to determine the effectiveness of this teaching approach when compared to a more traditional lecture‐ and lab‐based approach. Student perceptions were assessed utilizing a 17‐item questionnaire modified from an instrument designed by Vasan, DeFouw, and Compton. In general, the students perceived that TBL helped them increase understanding of anatomical content, develop information synthesizing skills, and to study more consistently. Perceptions concerning the importance of working as a part of a team were also positive, and students indicated that the team‐based activities enhanced their learning. A comparison between two cohorts of students (1 exposed to the traditional lecture/lab approach; the other participants in TBL) was conducted to assess the difference in student learning. Student scores on a set of 143 multiple‐choice test questions utilized in both classes were used for the comparison. No significant difference was found between the two cohorts (t(56)=1.085; p=.283). It appears that TBL is at least as effective as the traditional lecture/laboratory method in learning anatomical concepts. Also, students responded positively to the use of TBL as a teaching strategy and its use for teaching anatomy.