Effect of Team-Based Learning for Undergraduate Phase 1 MBBS Students on Academic Self-efficacy in Anatomy

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