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Year :2014
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Month :
September-October
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Volume :
3
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Issue :
3
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Page :
1 - 5
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Student Perceptions of
Team Based Learning in
Head and Neck Anatomy
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Correspondence Address :
Vasudha Kulkarni, Ashwini C. Appaji, Poonam.D.N, Ramesh B.Ray,
Dr. Vasudha Kulkarni
Assistant professor, Department of Anatomy,
DR. B. R. Ambedkar Medical College, Bengaluru,
Karnataka - 560045, India.
Phone : 9008825690
E-mail: vasu_anil77@rediffmail.com
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Introduction: Background: Team based learning (TBL) is an active teaching learning strategy which amalgamates out of class preparation and in class group discussion.
Objective: To evaluate students’ perceptions of their team based learning experiences in head and neck anatomy.
Study design: Cross sectional study.
Materials and Methods: We introduced team based learning to first year medical students for clinically oriented topics of head and neck anatomy. Anatomy lectures for gross anatomy and histology of thyroid and parathyroid gland were replaced with team based learning (pre class preparation, individual readiness and group readiness assurance test and instructor appeal). At the end of each session, feedback was collected from students about team based learning experience.The present study evaluates the students’ perceptions about team based learning by using a structured feedback questionnaire. Respondents (n=47 forTBL session1 and n= 43 for TBL session2) were required to rate the extent to which they agreed about sessions4=strongly agree, 3= agree, 2= disagree, 1= strongly disagree.
Statistical Analysis: Descriptive statistics and Mann Whitney U-test
Results: Students perceived the importance of team based learning for critical thinking and analysis (median =4, mode =4) and application of knowledge in solving clinical problems(87%). Students found the sessions to be useful for recollecting the anatomical concepts in future.
Conclusion: Team based learning is preparation driven both for teacher and the student. Students appreciated team based learning sessions to be more constructive and interactive than lecture. The students perceived the importance of team interactions to foster critical analysis and problem solving skills.
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