Using practical-based team-based learning (PTBL) as a tool for providing an immediate feedback to the students during Anatomy Education

Team-based learning (TBL) is a student-centered learning strategy, which has been confirmed in medical education to enhance learning. Nevertheless, it has not been implemented during practical anatomy learning that challenges the spatial perception of the learned material in contrast to other disciplines. This study aims to present a novel intervention in using practical-based team-based learning (PTBL) in anatomy and its impact as a tool for providing immediate feedback. It also determines students' perceptions of the PTBL and the effect of the given feedback on anatomy learning. The students were subjected to a formative objective structured practical examination (OSPE) in two successive formats: individual readiness assurance test (iRAT) and team readiness assurance test (tRAT). In the iRAT, individual students rotated around the practical stations in the form of a steeplechase examination. For the subsequent tRAT, groups of 5 students rotated around the same practical stations. The session was concluded by discussing the practical stations with the tutor and immediate feedback about the students' performance was provided along with an explanation of the reasoning behind judgments and practical assessment criteria. Students' perception (N=90) was measured through a self-administered questionnaire and a comparison of test scores. There was a significant rise in the average final summative OSPE scores of the students (p-value=0.029) comparing their results to the previous semester in which PTBL was not implemented, concluding that PTBL is a valuable pedagogical instrument that can be employed as an effective method for providing immediate feedback during anatomy education.