TEAM-BASED LEARNİNG WİTH FLASHCARDS İN ANATOMY EDUCATİON

This study was designed as a randomized controlled trial with experimental and controlgroups, using a pre‐test‐post‐test design.The experimental group students completed an upper extremity muscle anatomy knowledgetest before their anatomy lab class (pre‐test). The students in the experimental groupwere randomly divided into 10 teams. Each team was given one week to study the upperextremity muscles amongst themselves. Afterward, teamwork was conducted in the anatomylab. In each team, one student took turns reading five questions from flashcards to theirteammates. Team members discussed the questions and provided a common answer within 30seconds. Each team worked at separate tables. After completing the flashcard assignment,the Upper Extremity Muscle Anatomy Knowledge Test and a 'Feedback Form' were administeredas post‐tests.The control group students also completed the 'Upper Extremity Muscle Anatomy KnowledgeTest' before their anatomy lab class (pre‐test). Following the theoretical lectures,students worked individually with anatomy models in the anatomy lab without anyadditional activities. After completing the lab class, the 'Upper Extremity MuscleAnatomy Knowledge Test' was administered as a post‐test.