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Year :2026
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Month :
July-August
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Volume :
15
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Issue :
4
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Page :
AO05 - AO10
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Effectiveness of Team-based Learning as Teaching-learning Method in Neuroanatomy for Phase 1 MBBS Students: A Quasi-experimental Study
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Correspondence Address :
N Bhanu Sudha Parimala, A Vasantha lakshmi, Kareddy Prathiba,
N Bhanu Sudha Parimala,
48-11-8/8, Currency Nagar Main Road, Near Swarna Residency,
Vijayawada-520008, Andhra Pradesh, India.
E-mail: nbsparimala@gmail.com
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Introduction: Introduction: Team-Based Learning (TBL), originally developed in business education, has emerged as an effective pedagogical strategy in the health sciences due to its structured, collaborative framework that promotes active knowledge application and teamwork. Traditional lecture-based approaches are often inadequate in fostering higher-order cognitive skills, underscoring the need for innovative Teaching-Learning (TL) methods such as TBL. This approach facilitates deeper understanding and enhances long-term retention, particularly in complex disciplines such as neuroanatomy.
Aim: To assess the effectiveness of TBL as a TL method in neuroanatomy among Phase I Bachelor of Medicine and Bachelor of Surgery (MBBS) students and to obtain feedback following the session.
Materials and Methods: A quasi-experimental study was conducted to evaluate TBL among Phase I MBBS students of the 2024-2025 batch in the Department of Anatomy at NRI Medical College, Chinakakani, Guntur, Andhra Pradesh, India, over a duration of two months (February 2025 to March 2025). The study was conducted among all 200 students using convenience sampling. The TBL process comprised three stages: self-preparation (Stage 1), Individual Readiness Assurance Tests (IRAT) and Team Readiness Assurance Tests (TRAT) (Stage 2), and team-based clinical application (Stage 3). Online anonymous feedback was collected using a pre-validated questionnaire on the usefulness of TBL through Google Forms. The responses were recorded on a 5-point Likert scale and presented as percentages in tabular form. Multiple Choice Question (MCQ)-based pre-test and post-test scores were analysed using descriptive statistics and a paired t-test with Statistical Package for the Social Sciences (SPSS) software.
Results: The mean score of the pre-test, IRAT, was 3.78, while the TRAT score was 6.75. The post-test score, conducted after two weeks to assess content retention, was 8.14, demonstrating a statistically significant improvement in content retention (p < 0.001). Most students agreed that TBL enhanced engagement, team interaction, and the clinical application of knowledge.
Conclusion: TBL combines the advantages of both small and large group TL formats, as it promotes active participation, critical thinking, and peer-assisted learning when students work in teams, while also facilitating interactive discussion with the instructor. Its structured approach enables in-depth understanding of complex subjects such as neuroanatomy. Therefore, its incorporation into the curriculum is recommended for Phase I MBBS students, wherever appropriate.
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