Team-based learning methods in teaching topographical anatomy by dissection. — The Association Specialists
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Team-based learning methods in teaching topographical anatomy by dissection. (423)

Annette W Burgess 1 , George Ramsey-Stewart , James May , Craig Mellis
  1. The University of Sydney, Camperdown, NSW, Australia

Burgess, A., Ramsey-Stewart, G., May, J., Mellis, C.

Sydney Medical School  - Central, The University of Sydney
Sydney NSW 2006

Contact:
Annette Burgess 02 9515 8172
annette.burgess@sydney.edu.au


Team-based learning methods in teaching topographical anatomy by dissection.

Background
• Principles of Team Based Learning (TBL) have been ultilsed to good effect during an innovative anatomy by whole body dissection course for senior medical students at Sydney Medical School.

Aims
• To investigate the efficacy of adopting TBL principles based on acquisition of topographical anatomical knowledge and student feedback.

1. Methods
• 42 students were divided into eight groups and carried out whole-body dissection on eight cadavers over a 34-day period. TBL teaching strategies included appropriate group allocation; out of class preparation; problem solving intra-group activities; inter-group competition and frequent assessments.
• The effectiveness of TBL was assessed by knowledge acquisition and retention and by questionnaire.

Results
• The course produced a marked increase in topographical anatomical knowledge. The median Pre-course assessment score was 9/20 and the median Post-course assessment score was 19.5/20 (P<0.001).
0>• The TBL methods used were considered to be highly effective by the students.

 Disucssion / Conclusion
• The application of TBL methodology to teaching human anatomy by dissection enables a large group of students to have small group experiences without a large number of teachers.
• Our findings demonstrate that team-based learning in an anatomy dissection program provides an effective and efficient learning experience for students.

  1. Michaelsen, L.K. (2005). Drawing conclusions from commentary. Teaching and Learning in Medicine, 17., 85-88. Haidet, P., O’Malley, K.J., & Richards, B. (2002). An initial experience with “team learning” in medical education. Academic Medicine, 77, 40-44. Ramsey-Stewart, G, Burgess, A, Hill, D. (2010) "Back to the Future. Teaching Anatomy by Whole Body Dissection" The Medical Journal of Australia 6-20;193 (11-12):668-71.