Team-based Learning (TBL) in Medical Education: Fostering Collaboration and Enhancing Learning Outcomes

Abstract

ABSTRACT Background and Aim: Team-based learning (TBL) is an instructional strategy that has gained popularity in various educational settings, including anatomy courses. It is an active learning approach that encourages students to work collaboratively in small teams to solve problems, discuss concepts, and apply their knowledge. Therefore, the purpose of this study was to assess how well students engaged with and learned about anatomy through the medium of TBL. Materials and Methods: The current study was carried out for phase I MBBS students in the Department of Anatomy at KAHER’s J N Medical College, Belagavi. TBL sessions included 65 students. One week prior, students were provided pertinent reading materials for the gross anatomy topics that were chosen. The Pre-TBL test, which was composed of five MCQs based on case scenarios, was administered before the start of the session. Students completed the Individual Readiness Assurance Test (IRAT), which had ten multiple-choice questions (MCQs) at the start of the class. The students were then put into groups where they collaborated on the same MCQs, talked about the topics, and provided identical answers. This is called the Group Readiness Assurance Test (GRAT). A post-TBL test was given after the case scenario discussion to wrap up the session. This test’s questions were the same as those on the Pre-TBL. Results: The effect sizes provide insights into the magnitude of change observed between pre-TBL and post-TBL test scores. In this study, significant statistical differences were found between pre and post-TBL tests across all sessions [Table 1, P < 0.001], indicating larger effect sizes associated with more significant improvements in learning outcomes attributed to TBL. This aids in interpreting the statistical significance of the results. Conclusion: TBL can help students achieve academic success through teamwork. Study revealed that TBL is one of the most effective ways to teach anatomy and can complement traditional didactic lectures.