Integrating 3D digital anatomy applications into Team-Based Learning (TBL): Effects on nursing students’ self-directed learning and TBL experiences

The purpose of this study is to examine the effect of supporting the Team-Based Learning (TBL) approach with three-dimensional (3D) digital anatomy applications on nursing students' knowledge level, self-directed learning, and team-based learning experiences. This study was conducted using a prospective, two-group, comparative post-test–only study design. The research sample consisted of 81 nursing students, divided into two groups: a control group (n = 42) that used only TBL and an experimental group (n = 39) that used TBL+3D digital anatomy applications. Data collection tools included a demographic information form, a post-test knowledge exam, the Self-Directed Learning Scale (SDLS), and the Turkish version of the Team-Based Learning Student Assessment Inventory (TBL-SAI-TR). The experimental group demonstrated significantly higher post-test knowledge scores and self-directed learning levels compared with the control group (U = 444.50, p < .001; and U = 1039.0, p = .037, respectively). Similarly, TBL-SAI-TR responsibility subscale scores showed a significant difference in favor of the experimental group (U = 1039.0, p = .036). Correlation analyses revealed moderate positive relationships between self-directed learning and TBL responsibility (r = .386, p < .001) and total TBL experience (r = .303, p = .006). Post-test knowledge scores showed weak-moderate negative correlations with TBL preference (r = -.297, p = .007) and total TBL score (r = -.319, p = .004). The findings indicate that supporting the TBL approach with 3D digital anatomy applications strengthens self-directed learning and the sense of responsibility in nursing students and has a positive effect on their learning experiences. These results reveal that integrating digital learning tools with active learning-based approaches has significant potential in nursing education, though the post-test only design requires findings to be interpreted with caution.