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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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N Bhanu Sudha Parimala, A Vasantha lakshmi, Kareddy Prathiba 1. Professor and Head, Department of Anatomy, N.R.I Medical College, Mangalagiri, Chinakakani, Guntur, Andhra Pradesh, India. 2. Assistant Professor, Department of Anatomy, N.R.I Medical College, Mangalagiri, Chinakakani, Guntur, Andhra Pradesh, India. 3. Professor, Department of Anatomy, SVIMS-SPMCW, Tirupati, Andhra Pradesh, India. |
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Correspondence Address : 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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| ABSTRACT |  | ||||||
: 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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| Keywords : Active learning, Knowledge retention, Medical education, Self-directed learning | |||||||
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DOI and Others :
DOI: 10.7860/IJARS/2026/87672.3107
Date of Submission: Jan 24, 2026 Date of Peer Review: Feb 07, 2026 Date of Acceptance: May 07, 2026 Date of Publishing: Jul 01, 2026 AUTHOR DECLARATION: • Financial or Other Competing Interests: None • Was Ethics Committee Approval Obtained for this study? Yes • Was informed consent obtained from the subjects involved in the study? Yes • For any images presented appropriate consent has been obtained from the subjects. NA PLAGIARISM CHECKING METHODS: • Plagiarism X-checker: Jan 27, 2026 • Manual Googling: Apr 25, 2026 • iThenticate Software: May 06, 2026 (1%) ETYMOLOGY: Author Origin EMENDATIONS: 8 |
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