Student Perceptions and Effectiveness of Team‐Based Learning in an Undergraduate Anatomy and Physiology Course

Team‐based learning (TBL) is a student‐centered pedagogical technique that engages students in their education. Students are required to learn concepts on their own before coming to class and their acquisition of this knowledge is assessed through a short multiple‐choice assessment. Students first take the assessment individually and then with their team. The remaining class time is spent applying the concepts and solving application problems with their team, culminating in a class‐wide discussion on their choice of answers. This pedagogy is purported to improve student participation, independent learning, problem solving, and promote development of skills required for teamwork. We implemented TBL in an undergraduate anatomy and physiology (A&P) course and evaluated students’ perceptions of TBL and its effectiveness. Upon completion of the second of two A&P classes, students complete a TBL‐specific survey, called Team‐Based Learning Student Assessment Instrument. In general, we found that students perceived that TBL increased their level of accountability, students had a preference for TBL, and students indicated that they were satisfied with TBL. The aggregate data indicates that students had an overall favorable experience with TBL. A 22 multiple‐choice question test was administered three weeks after the A&P classes were completed to compare students who learned A&P in a TBL‐based class with those who were taught primarily by traditional lectures. Although, students who learned A&P through TBL had a higher score, the difference was not statistically different between the two student cohorts. In conclusion, undergraduate students were very positive to the use of TBL as a teaching strategy for A&P. Moreover, it appears that the use of TBL to deliver A&P was at least as effective as traditional lecture‐based classes.