Team-Based Learning in Anatomy Lab: Promoting Active Learning and Professionalism

Kathryn N. Huggett, Michael D. White, Floyd C. Knoop, Cassie A. Eno, Diane M. Cullen

Research output: Contribution to journal › Article

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 languageEnglish (US)
Pages (from-to)5-6
Number of pages2
JournalMedical Science Educator
Volume26
Issue number1
DOIs
StatePublished - Mar 1 2016

Fingerprint

Problem-Based Learning
Anatomy
Learning
Professional Practice
didactics
small group
learning
Students
performance
student
Professionalism
professionalism
time

All Science Journal Classification (ASJC) codes

  • Medicine (miscellaneous)
  • Education

Cite this

Team-Based Learning in Anatomy Lab : Promoting Active Learning and Professionalism. / Huggett, Kathryn N.; White, Michael D.; Knoop, Floyd C.; Eno, Cassie A.; Cullen, Diane M.

In: Medical Science Educator, Vol. 26, No. 1, 01.03.2016, p. 5-6.

Research output: Contribution to journal › Article

Huggett, KN, White, MD, Knoop, FC, Eno, CA & Cullen, DM 2016, 'Team-Based Learning in Anatomy Lab: Promoting Active Learning and Professionalism', Medical Science Educator, vol. 26, no. 1, pp. 5-6. https://doi.org/10.1007/s40670-015-0211-x
Huggett KN, White MD, Knoop FC, Eno CA, Cullen DM. Team-Based Learning in Anatomy Lab: Promoting Active Learning and Professionalism. Medical Science Educator. 2016 Mar 1;26(1):5-6. https://doi.org/10.1007/s40670-015-0211-x
Huggett, Kathryn N. ; White, Michael D. ; Knoop, Floyd C. ; Eno, Cassie A. ; Cullen, Diane M. / Team-Based Learning in Anatomy Lab : Promoting Active Learning and Professionalism. In: Medical Science Educator. 2016 ; Vol. 26, No. 1. pp. 5-6.
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