How do we teach anatomy? Use of team-based learning strategy

Knowledge of anatomy forms the keystone of medical education, but to teach anatomy has become a challenge due to various reasons and at the same time presented an opportunity for innovation. The challenges resulted in an innovative approach that meets the expected criteria of student engagement in their learning, teaching efficiency and effectiveness, and economical delivery. The pedagogical model- 'Team-Based Learning' (TBL) meets the need of both administration and "millennial Learners". Furthermore, TBL combines elements of adult learning principles and other self-directed experiential learning models in a distinctive way to teach anatomy, which is theoretically complex and content intense. Readers should note several key components in the TBL strategy: first, teachers clearly identify content to be learned by setting learning topics and selecting resources for self-directed preparation. Secondly, instructors provide instruction for the learners who come prepared for team discussion of the learning topics. The sessions also include individual and group "readiness assurance tests". Thirdly, learners tend to be motivated to prepare for class and to perform well within groups. Such preparation is based on self-directed out-of-class study either alone or in teams. In TBL, the axiom is 'assignment drives group process and learning'. We find that when an assignment is simple and can be done easily by individual effort there is no team interaction. When the assignment is complex and truly requires the group to work together, there is more group interaction, enriched discussion and greater team satisfaction. We further observed that the students were more engaged in their learning as the teams facilitated active learning as well as peer teaching. To evaluate the possible effect of TBL on student performance, we compared the departmental exams and NBME subject exam scores between the traditional curriculum and TBL curriculum. We also compared students' performances on the NBME exams in other first year required courses, and students' performances in anatomy on the licensing exam. This chapter focuses on illustrating how TBL foster team work, trust, mutual respect, interdependence and attitude towards learning for advance academic success. Medical education should be an active learning process that engages students to work in teams. It is a skill that is increasingly becoming vital and emphasized interprofessional education and team building.