Team‐based learning in the gross anatomy lab improves academic performance and student attitudes towards teamwork (721.14)

Abstract

As the healthcare climate shifts towards increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes towards teamwork. Team‐based learning (TBL) has become a popular approach to medical education because of its ability to promote these factors. This study was designed to assess the effectiveness of TBL and perceptions of teamwork among physical therapy students who were exposed to a traditional model of gross anatomy education and those who were involved in a lecture and hybrid lab experience (dissection/TBL). We surveyed students at the beginning and completion of gross anatomy as well as students who had previously completed a traditional anatomy course and found that the inclusion of TBL in the anatomy lab significantly improves student attitudes towards working with peers. Comparison of academic performance between TBL and non‐TBL students revealed that students who participated in TBL scored significantly higher on their first anatomy practical and on their head/neck written exam. When asked to rate their role in a group, a 10.5% increase in the mean rank score for problem solver resulted after the completion of the TBL‐based anatomy course. Our data indicates that TBL is an effective supplement to cadaveric dissection in the laboratory portion of gross anatomy, improving both student grades and perceptions of teamwork.