Name
Reimagining Graduate Anatomy: Building Confidence and Inclusivity through
Team-Based Learning
Date & Time
Monday, June 8, 2026, 2:27 PM - 2:42 PM
Location Name
Walsh
Speakers
Authors
Gail Elliott, PhD, AFHEA, FAcadMEd, Department of Neuroscience and Cell Biology, Office of Education, Robert Wood Johnson Medical School, Rutgers University, Piscataway, New Jersey, USA.
Grace Pinhal-Enfield, Department of Neuroscience and Cell Biology, Office of Education, Robert Wood Johnson Medical School, Rutgers University, Piscataway, New Jersey, USA.
Presentation Topic(s)
TBL/PBL
Description
PURPOSE
Graduate-level anatomy education requires balancing rigor with inclusivity
across diverse learners. In 2024, a 13-week gross anatomy course for master’s
students at Rutgers University was comprehensively redesigned to embed
team-based learning (TBL), cadaveric dissection laboratories, and team-based
multiple-choice exams. The aim was to enhance collaboration, confidence, and
performance while addressing increased variability in academic preparedness
following removal of the GRE admission requirement.
METHODS
Four cohorts (2022–2025) were analyzed, with the first two completing the
original lecture-based curriculum and the latter two completing the
redesigned version. Quantitative analyses compared Individual Performance
Scores (IPS), grade distributions, and exam item quality; student perceptions
were collected from 195 respondents using 5-point Likert surveys and
open-ended feedback. Redesigned elements included four TBL sessions
integrating clay modeling, schematic drawing, and radiograph labeling, six
required donor dissections, and two collaborative team exams using Immediate
Feedback Assessment Technique cards.
RESULTS
The proportion of A-grade students
increased significantly (+11.7%, p = 0.012) after the redesign, with
TBL-aligned exam items demonstrating higher discrimination (0.41 vs 0.34, p =
0.01) and point-biserial correlations (p = 0.04), reflecting improved
assessment quality. Early practical performance strongly predicted final
achievement (r = 0.84, p < 0.001). Surveys showed 96–99% positive ratings
for collaboration and accountability; 94–96% agreed team exams clarified
concepts and reduced stress. Clay modeling was most valued for visualizing
complex anatomy, while team exams transformed high-stakes testing into
formative, low-anxiety review.
CONCLUSION
Embedding structured group-based learning within graduate anatomy improved
both performance metrics and learner experience. Team-based approaches
fostered engagement, inclusivity, and confidence, cultivating a
psychologically safe environment that supports diverse learners.
Graduate-level anatomy education requires balancing rigor with inclusivity
across diverse learners. In 2024, a 13-week gross anatomy course for master’s
students at Rutgers University was comprehensively redesigned to embed
team-based learning (TBL), cadaveric dissection laboratories, and team-based
multiple-choice exams. The aim was to enhance collaboration, confidence, and
performance while addressing increased variability in academic preparedness
following removal of the GRE admission requirement.
METHODS
Four cohorts (2022–2025) were analyzed, with the first two completing the
original lecture-based curriculum and the latter two completing the
redesigned version. Quantitative analyses compared Individual Performance
Scores (IPS), grade distributions, and exam item quality; student perceptions
were collected from 195 respondents using 5-point Likert surveys and
open-ended feedback. Redesigned elements included four TBL sessions
integrating clay modeling, schematic drawing, and radiograph labeling, six
required donor dissections, and two collaborative team exams using Immediate
Feedback Assessment Technique cards.
RESULTS
The proportion of A-grade students
increased significantly (+11.7%, p = 0.012) after the redesign, with
TBL-aligned exam items demonstrating higher discrimination (0.41 vs 0.34, p =
0.01) and point-biserial correlations (p = 0.04), reflecting improved
assessment quality. Early practical performance strongly predicted final
achievement (r = 0.84, p < 0.001). Surveys showed 96–99% positive ratings
for collaboration and accountability; 94–96% agreed team exams clarified
concepts and reduced stress. Clay modeling was most valued for visualizing
complex anatomy, while team exams transformed high-stakes testing into
formative, low-anxiety review.
CONCLUSION
Embedding structured group-based learning within graduate anatomy improved
both performance metrics and learner experience. Team-based approaches
fostered engagement, inclusivity, and confidence, cultivating a
psychologically safe environment that supports diverse learners.