Abstract
In-class and laboratory team-based learning (TBL) activities were piloted in a first-year medical human anatomy course to promote active learning and problem-solving. The activities were well-received by students and added small group problem-solving opportunities, decreased didactic lecture time without compromising exam performance, and provided practice delivering professional feedback.
Original language | English (US) |
---|---|
Pages (from-to) | 5-6 |
Number of pages | 2 |
Journal | Medical Science Educator |
Volume | 26 |
Issue number | 1 |
DOIs | |
State | Published - Mar 1 2016 |
All Science Journal Classification (ASJC) codes
- Medicine (miscellaneous)
- Education