The Use of Reading Assignments and Learning Issues as an Alternative to Anatomy Lectures in a Team-Based Learning Curriculum

The authors first learned about team-based learning (TBL) when Vasan attended a presentation given by Nancy Searle, of Baylor Medical School, at the Robert Wood Johnson Medical School in the fall of 2003. After the presentation, they discussed TBL and realized its potential to transform the teaching of anatomy by evoking critical thinking in a new clinically integrated approach. The authors first piloted TBL in the spring of 2004 with our graduate student anatomy program, and then with summer anatomy program for incoming freshmen medical students and with the concurrent summer enrichment program for upper-level college students taking an advanced anatomy/physiology program. During the very first week of freshman orientation, authors presented an overview of TBL, including the importance of peer evaluation, then conducted a live TBL session based on introductory materials about TBL. The students had their first experience with an Individual Readiness Assurance Tests and a Group Readiness Assurance Tests and were ready to go with upcoming course.