Taking Successful Pilot Program to Scale: Evolution of Team‐Based Learning in Anatomy program

We piloted TBL strategy in 2004, which is now being successfully implemented. TBL strategy allowed us to integrate anatomy, cell biology and embryology in 2010. To evaluate the effect of TBL on student performance we compared departmental and NBME subject exam scores between traditional and TBL curriculum. We collected 5 years of NBME subject exams data on TBL‐based anatomy and other lecture‐based preclinical courses. Our results show that departmental unit and NBME subject exam scores for TBL‐based anatomy were statistically higher (p < 0.05, using two‐tailed t‐test) than earlier lecture‐based course. Average of NBME anatomy scores was significantly higher than those for all the lecture‐based preclinical courses. Since the introduction of TBL in anatomy, student performance has progressively improved (< 1.5 SD) in both the NBME subject exam as well as USMLE Step 1. We also used a 7 item questionnaire to evaluate student perception of team. Students perceived that TBL motivated them to contribute to collective learning of the team by being a responsible team member. Further, it reinforced self‐directed learning and fostered an appreciation for peer respect. Interestingly, these perceptions were uniform irrespective of student course performance. We conclude that TBL‐based teaching of anatomy created an active learning and collegial environment that helped to improve students' learning and performances.