Team‐based Learning in the Neuroanatomy Lab of an Undergraduate Human Anatomy and Physiology Course – a Lesson Study

Students in the Human Anatomy and Physiology Laboratory at the University of Wisconsin‐La Crosse are responsible for learning a large amount of material. In particular, the neuroanatomy lab is challenging for students due to the complex spatial relationships among structures in the nervous system. Team‐based learning (TBL) is an active learning approach that has potential to engage students, allow instructors to provide immediate feedbacks, and help students to learn anatomy effectively. We conducted a lesson study on using TBL in the neuroanatomy lab. Eleven lab sections with a total of 179 undergraduate students participated in this lesson study. The TBL module included a pre‐lab reading assignment, a recorded video demonstrating sheep brain dissection, an individual readiness assurance test (pre‐test), an instruction for team activities, a team readiness assurance test, and a team application problem. During the lab, student learning, engagement, and group dynamics were observed by at least two observers. Two weeks later, a post‐test was given to assess the impact of TBL on student learning retention. To assess student perceptions of TBL, a survey was administered after the laboratory unit exam. The results suggested that students achieved higher mean posttest scores (70.17±1.40%, n =177) two weeks after the TBL module comparing to the pretest scores (43.08±1.40%, n=177; p < 0.001). Comments from the observers indicated that TBL promoted student participation, team work, and peer teaching. The results of the student survey showed that most students believed that TBL helped them understand laboratory content (82.12%), correct misconceptions (78.78%), develop information synthesizing skills (67.60%), and prepare them for the laboratory examination (74.86%). The survey also indicated that over 80% of the students have a positive attitude toward team working and collaboration. We concluded that TBL was an effective exercise for the neuroanatomy lab and that this learning approach was viewed positively by students, instructors, and outside observers. Based on this, we will explore other topics where TBL could be an effective learning tool in the Human Anatomy and Physiology Laboratories. Support or Funding Information This project was supported by a grant from the Center of Advanced Teaching and Learning at the University of Wisconsin‐La Crosse. We greatly appreciate Marjorie Bazluki, Lukas Buttke, Bill Cerbin, Faye Ellis, Khendum Gyabak, Deb Hoskins, Lisa Kobs, Bryan Kopp, Emily Murphy, and Renee Redman for their time spent observing the lesson. All authors contributed equally to this work.