Objective: In a large first-year anatomy subject (~2000 enrolments across one metropolitan and four regional campuses), student concerns regarding inconsistent learning experiences were raised. This was likely reflective of the sole-taught format of practicals which necessitated 70 weekly practicals with over 40 different demonstrators. Based on the success of introducing team-teaching in second-year anatomy subjects within this anatomy department, this study aimed to evaluate whether team-teaching could improve students’ learning experiences and outcomes (marks) in first year. Team-teaching was therefore introduced at the metropolitan campus in 2018 while the regional campuses remained sole-taught for comparison.
Methods: Students’ marks were analysed using separate 2-way ANOVA to compare cohorts and teaching formats. Anonymous online survey responses were analysed using Mann-Whitney testing and 2-way ANOVA. Open-ended survey responses were analysed using thematic and content analysis.
Results: All students’ marks improved, independent of teaching delivery, however, there was an interaction effect with team-teaching showing a greater improvement, particularly for those with lower (P < 0.05) and higher (P < 0.01) academic ability. Survey responses revealed team-taught students valued having multiple teachers’ perspectives and approaches, but that demonstrator differences, ineffective teaching team dynamics and large class sizes were a challenge of this format. Cost analysis revealed a 36.7% saving for the team-teaching model.
Conclusion: Team-teaching can improve assessment outcomes for students who find anatomy challenging and can provide a richer learning experience. This may be due to contact with multiple demonstrators with different teaching styles and experiences. It also provides significant cost savings.
Keywords: Anatomy education; student experience; student outcomes; team-teaching; undergraduate anatomy
Ethical statement: Ethics approval was granted by the La Trobe University Human Ethics Committee (HEC18409)
Funding statement: NA