Rotatory Review also Known as Carousel Brainstorming: Does This Small Group Teaching Method Boost Knowledge in Medical Students?

Abstract

Background
Rotatory review (RR) or carousel brainstorming is a Team-Based learning (TBL) method. Study of this particular method of teaching in anatomy is scarce, more so in the eastern region of the country. This present study aimed to determine the impact of RR method of teaching on student learning outcome in anatomy education and compare the same with small group discussion (SGD). Further to obtain students’ feedback on their preferred method of teaching. 
Methods
An educational intervention study was done over period of three months from May 2025 to July 2025 at RG Kar Medical College. First year MBBS students, 98 in number were divided into two equal groups, studied in two phases, separately undergoing the RR and SGD and later crossover. Both pretest and posttest evaluations were done and results compared. Students feedback was also taken in writing. Study was done at our Medical College over period of three months.
Results
Researcher compared the improvement of marks post one methodology versus the other in  each phase and failed to find any statistically significant difference (p values of difference between the two groups were 0.68 and 0.33 in the two phases of study). Students’ opinion about each of the teaching methods was equivocal but all agreed that interaction within the group improved their learning ability.
Conclusions
In the present study, our educational intervention did not have a significant impact on RR compared with SGD. Solely on the basis of non-significant statistical findings one cannot imply equivalence of the two methods. Students had differing opinions about the advantages and disadvantages of the two methods of TBL.