Neuroanatomy is often considered a difficult subject to teach, due to its broad scope, multitude of terms, and high degree of complexity. Thus, newer educational strategies that facilitate learning while also stimulating students by allowing increased student autonomy and group discussions should be carefully considered. This study aimed to evaluate the impact of introducing team‐based learning (TBL) in the traditional discipline of neuroanatomy and to measure student knowledge acquisition and perception relative to traditional lectures (TL). A quasi‐experimental, nonrandomized study was performed using two consecutive TBL classes (intervention group, n = 157 students, 25% content using TBL) with a TL class (control group, n = 76). Team‐based learning sessions included all stages according to the classic description of the method. Student knowledge acquisition was assessed in regularly scheduled tests during the discipline, and their perception regarding TBL was evaluated using a questionnaire (developed by the authors). The groups presented a similar sociodemographic profile (sex and age) and the same performance in another anatomy discipline before the study. Team‐based learning was significantly associated with greater acceptance, higher motivation, better student perception, and feelings that the methodology was able to integrate clinical and basic sciences. Nevertheless, according to tests, knowledge acquisition was similar between the TBL and lectures. In conclusion, since TBL is comparable to TL for knowledge acquisition, TBL seems to be a promising strategy to improve the teaching of neuroanatomy in medical schools. It fosters group discussions and increases satisfaction and the perception of integration between clinical and basic sciences.

中文翻译：

---

基于团队的学习与传统神经解剖学讲座的比较：医学生的知识和满意度。

由于神经解剖学的范围广，术语繁多且复杂程度高，因此通常被认为是一门很难教授的学科。因此，应仔细考虑更新的教育策略，既可以促进学习，又可以通过增加学生的自主性和小组讨论来刺激学生。这项研究旨在评估在传统的神经解剖学学科中引入基于团队的学习（TBL）的影响，并测量相对于传统讲座（TL）的学生知识获取和知觉。使用两个连续的TBL班级（干预组，n  = 157名学生，使用TBL班的内容占25％）和一个TL班级（对照组，n个）进行了一项准实验性非随机研究。 = 76）。基于团队的学习课程按照该方法的经典描述包括了所有阶段。在该学科的定期排定测试中评估学生的知识习得，并使用调查表（由作者开发）评估他们对TBL的看法。在研究之前，这些组在另一解剖学科中表现出相似的社会人口统计学特征（性别和年龄），并且表现相同。基于团队的学习与更大的接受度，更高的动力，更好的学生感知力以及对方法论能够将临床和基础科学进行整合的感觉密切相关。但是，根据测试，TBL和讲座之间的知识获取是相似的。总之，由于TBL在知识获取方面可与TL相提并论，TBL似乎是改善医学院校神经解剖学教学的一种有前途的策略。它促进了小组讨论，并提高了满意度和对临床与基础科学之间整合的认识。