IJAR.2026.110
Type of Article: Original Research
Volume 14; Issue 1 (March 2026)
Page No.: 9466-9477
DOI: https://dx.doi.org/10.16965/ijar.2026.110
Effect of Team-Based Learning for Undergraduate Phase 1 MBBS Students on Academic Self-efficacy in Anatomy
Ravindra Kumar Boddeti *1, Anusha Prabhakaran 2, Praveen R Singh 3.
*1 Associate Professor of Anatomy, Parul Institute of Medical Sciences & Research, Faculty of Medicine, Parul University, Vadodara, Gujarat, India. ORCiD: 0000-0003-0569-1472
2 Professor and Head, Department of Psychiatry, DOME Resource faculty, Pramukhswami Medical College, Bhaikaka University, Karamsad, Gujarat, India. ORCiD: 0000-0001-8128-7960
3 Professor of Anatomy and Medical Education, Assistant Dean, Basic Sciences Education, Chairman, Board of Studies, Preclinical, Convenor, NMC-Nodal Centre for MET, Pramukhswami Medical College, Bhaikaka University, Karamsad, Gujarat, India. ORCiD: 0000-0002-6145-2954
Corresponding Author: Dr. Ravindra Kumar Boddeti, Associate Professor of Anatomy, Parul Institute of Medical Sciences & Research, Faculty of Medicine, Parul University, Vadodara, Gujarat, India. E-Mail: dr.ravindrakumar@gmail.com
ABSTRACT
Background: Anatomical Teaching and learning methods in the medical curriculum are transitioning from passive information transmission to learner-centred pedagogies aligned with Competency-Based Medical Education (CBME). While Traditional Didactic Teaching (TDT) remains the dominant instructional method, it often struggles to address the volume of content and the diversity of student preparedness. Team-Based Learning (TBL) offers a structured, active-learning alternative; however, comparative evidence on its impact on both immediate knowledge outcomes and academic self-efficacy in the Indian MBBS context remains limited.
Aim & Objectives: This study aimed to evaluate the Effect of Team-Based Learning for Undergraduate Phase 1 MBBS Students on Academic Self-efficacy in Anatomy. The specific objectives were: 1. To assess baseline academic self-efficacy levels among undergraduate Phase 1 students in anatomy knowledge prior to intervention implementation. 2. To evaluate the effect of the TBL approach and Traditional didactic teaching on students’ academic self-efficacy scores in anatomy learning compared to pre-intervention levels.
Methodology: An interventional study was conducted with Phase-1 MBBS students across five anatomy sessions. The Traditional arm (n=65) received didactic lectures and was assessed via pre- and post-tests. The TBL arm (n=65) adhered to the standard protocol for Individual (iRAT) and Team (tRAT) Readiness Assurance Tests, followed by application exercises. Academic Self-Efficacy was measured pre- and post-intervention using the validated ASES for Anatomy scale. Student satisfaction with TBL was assessed using a 12-item Likert survey and open-ended feedback. Data were analyzed using paired t-tests, Wilcoxon signed-rank tests, and Cohen’s d effect sizes.
Results: The TDT pre-test and post-test results were inconsistent, with a negligible overall pooled effect size (d = 0.016) and significant gains observed in only one of five sessions. In contrast, TBL demonstrated consistent, statistically significant improvements from iRAT to tRAT across all sessions (Mean change +1.76; p<0.001), with large effect sizes (d=0.50 to 1.20) and reduced score dispersion, indicating more equitable learning. regarding self-efficacy, TBL produced a robust improvement (d=1.52) compared to a small effect in the TDT group (d=0.33), particularly enhancing collaborative confidence and self-regulation. However, ‘Exam Preparedness’ remained the weakest self-efficacy domain in both groups. Students reported high overall satisfaction with TBL (Mean 4.27/5), particularly valuing inclusive discussions; however, qualitative feedback highlighted challenges with preparation time and topic notification.
Conclusion: Team-Based Learning demonstrated a significantly greater effect than traditional lectures on short-term knowledge application and academic self-efficacy among anatomy students. At the same time, TDT showed variable and limited effectiveness; TBL reliably leveraged peer learning to improve performance and confidence. To sustain these benefits, curricular integration of TBL should prioritize adequate preparation time and explicit alignment between active learning sessions and summative assessment formats.
Keywords: Team-Based Learning (TBL), Anatomy Instructional methodologies, Academic Self-Efficacy, Active Learning, CBME Curriculum, Medical Education.
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