In 2006, we began the transition from a traditional lecture-based histology course to a TBL course, gradually adding more TBL exercises each year until the course was virtually lecture-free. Our laboratory sessions using microscopes and glass slides remained unchanged. We have previously reported that TBL produces learning outcomes comparable to those of lectures (Clin. Anat. 23: 474, 2010). Based on our trail-and-error experiences of the last 7 years, we now offer 4 key suggestions for successfully implementing TBL in histology: (1) Schedule the laboratory session before the corresponding TBL exercise. This permits the use of histologic images that students already have some familiarity with. (2) Limit Internet access during the TBL exercise, especially for clinically-oriented problems. Students can quickly find the “right” answer via search engines without understanding why it is correct. (3) When discussing the TBL exercise in class, call out the names of individual students to respond using a checklist of the team rosters. This sends a clear message that all team members must fully participate in the process and be prepared to explain and defend the team’s answers. (4) At the conclusion of the TBL exercise, provide a “take-home message” about what the students are expected to understand about the topic. Students often fail to connect what they see in lab or read in the text with the problems presented in the exercise.American Association for Anatomy Spring Meetin
