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Effect of Team-Based Learning on Practical Anatomy Performance

Abstract

The study examines the effect of team-based learning on practical anatomy performance, with emphasis on how collaborative learning activities may improve students’ ability to identify anatomical structures, understand spatial relationships, and apply anatomical knowledge during practical assessments. Practical anatomy requires students to recognize structures using specimens, models, images, and other learning materials, while team-based learning encourages active participation, peer interaction, discussion, and shared problem-solving. Integrating these approaches may provide students with additional opportunities to reinforce practical anatomical knowledge. The study will assess the effect of team-based learning on students’ practical anatomy performance. The specific objectives will include determining students’ practical anatomy performance before exposure to team-based learning, assessing their performance after participation in team-based learning activities, comparing the performance of students exposed to team-based learning with those receiving conventional practical instruction, and identifying areas of practical anatomy in which students experience difficulties. The study will also assess students’ ability to identify anatomical structures and describe relevant anatomical relationships during practical tasks. A quasi-experimental research design will be adopted for the study. An appropriate sample of undergraduate students studying human anatomy or related health science courses will be selected using an appropriate sampling technique and assigned to relevant study groups. Data will be collected using standardized practical anatomy assessments involving anatomical specimens, models, prosections, diagrams, or suitable images administered before and after the intervention. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests will be applied to determine differences in practical performance between the study groups. The study is expected to reveal improved practical anatomy performance among students exposed to team-based learning. Students may demonstrate better structure identification, recognition of anatomical landmarks, and understanding of spatial relationships as a result of discussion and shared observation during team activities. However, small, closely related, unfamiliar, or complex anatomical structures may continue to present difficulties for some students despite collaborative learning. The findings will be useful to anatomists, anatomy educators, curriculum planners, and health science educators involved in practical anatomy training. The study may provide evidence on the contribution of collaborative learning to practical anatomy performance and support the use of structured group activities during anatomy laboratory sessions. It may also help educators develop learning activities that encourage peer explanation, active participation, observation, and collective problem-solving while maintaining opportunities for individual assessment. The study will conclude by determining the effect of team-based learning on students’ practical anatomy performance. It is recommended that appropriately structured team-based activities should be incorporated into practical anatomy teaching alongside individual practical assessments, cadaveric specimens, prosections, anatomical models, and other relevant learning resources. Further studies involving larger student populations and different practical anatomy topics are recommended to provide broader evidence on the effectiveness of team-based learning in anatomy education.

Keywords: Team-based learning, practical anatomy performance, anatomy education, undergraduate students, practical anatomy, anatomical identification, anatomical structures, anatomical landmarks, anatomy learning, collaborative learning, peer learning, practical assessment, anatomical visualization, anatomy teaching, medical education.