Akademik Veri Yönetim Sistemi
International Congress of Clinical Anatomy, ICCA_ROUEN_2025 Joint Congress European Association for Clinical Anatomy (EACA) and International Symposium for Clinical and Applied Anatomy (ISCAA), Rouen, Fransa, 25 - 27 Haziran 2025, ss.20-21, (Özet Bildiri)
Objective: Anatomy education has traditionally relied on didactic lectures and cadaver-based dissections, yet these methods often fail to foster the motivation of students in retaining knowledge. In response, active learning strategies such as Team-Based Learning (TBL), Flipped Classroom (FC), and Formative Assessment (FA) have gained prominence in medical education. This mixed-methods study aimed to compare the individual and combined effects of TBL, FC, and FA on student engagement, motivation, satisfaction, and anatomical knowledge retention across different educational stages.
Methods: Participants included pre-clinical and clinical medical students (n=81) exposed to all three instructional models. Data was collected through surveys incorporating Likert-scale and open-ended questions and analyzed quantitatively and qualitatively.
Results: Results revealed that clinical students reported more consistent perceptions of instructional clarity and collaborative learning, whereas pre-clinical students exhibited greater response variability but higher enthusiasm in certain contexts. TBL was consistently perceived as the most interactive and effective method for reinforcing conceptual understanding across both groups. FC showed mixed results, with some students expressing skepticism about its added value compared to traditional lectures. FA was positively received, especially by clinical students, who demonstrated a higher appreciation for continuous feedback mechanisms. Across all models, group dynamics, peer collaboration, and discussion-based learning were highlighted as central to reinforcing anatomical understanding.
Conclusion: This study supports the strategic integration of TBL, FC, and FA in anatomy courses, suggesting that matching academic maturity with their use can improve educational efficacy. For anatomy educators aiming to modernize and encourage student-centered instruction, the findings are insightful.
Keywords: Anatomy Education, Active Learning, Team-Based Learning (TBL), Flipped Classroom (FC), Formative Assessment (FA)