110 - The Impact of Team-based Learning (TBL) on Gross Anatomy Students' Academic Performance: A Quasi-experimental Study

Poster Board Number: 110
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Co-authors:

Helder Pimenta, Student - Professor, Morphology, Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Federal University of Ceará; Cláudio Teixeira, Student - Professor, Medicine, University Rio Verde; Gilberto Santos Cerqueira - Student, Medicine, Departament Morphology, Federal University of Ceará; João Vítor Nogueira, Student - Student, Medicine, Medicine, Unichristus; Domingos Antonio Clemente M Morano, Professor - Professorn, Morphology, Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Federal University of Ceará; Joao Erivan Barreto, Student - Professor, Medicine, Unichristus

Abstract Body :Teaching methods focused on memorization and transmission of information are unable to develop fundamental characteristics in students, such as proactivity, collaboration, critical thinking, teamwork and entrepreneurial vision. Therefore, active methodologies are an important tool in the teaching and learning process of macroscopic human anatomy. Among the active methodologies we have Team Based Learning (TBL), a collaborative teaching methodology that favors active learning by building a cooperative environment in the classroom. In addition, they exercise their communication and argumentation skills, progressing towards greater autonomy and maturity, critical thinking and teamwork. Based on these premises, the objective of this work was to identify whether the use of the TBL active platform promoted significant learning when compared to a traditional group. An exploratory, descriptive, quasi-experimental study was carried out with a quantitative approach in the discipline of human anatomy. To assess learning, TBL was applied and the software called TBL Active was used. It is a web platform made available online and free of charge, and can be accessed via computer or cell phone, allowing teachers and students to connect in a virtual room to apply the TBL method. To measure learning, a structured test with 14 questions was used before and after the TBL and the traditional teaching group was also assessed learning with the same tests. To analyze the data, the Mann Whitney test was used, with p< 0.05 being considered significant. It was observed that the majority of students were female with an average age of 19 years. It was observed that the TBL was very useful in the learning process and in evaluating the training of macroscopic anatomy students. It was observed that the TBL strategy promoted significant learning when compared to traditional teaching p< 0.05 and when comparing the correct answers to questions in the pre-test compared to the post-test. Regarding long-term knowledge retention, it was found that the TBL group demonstrated a statistically significant difference in knowledge retention six months after carrying out the TBL (p < 0.05). It was found that the use of TBL associated with the active platform improves learning and promotes an increase in student focus, promoting reflection, discussion, problem solving, teamwork, communication, among others and consequently improving the teaching of macroscopic anatomy .