Sandra Ramos¹
Nicole Flemming¹, Vinod Gopalan¹ and Pavla Simerska¹
1 Griffith University

Team-based learning (TBL) provides an active, structured form of small group learning, including individual and team learning and immediate feedback 1. Pre-TBL preparation includes readings and other teaching activities. During TBL, students take the Individual Readiness Assurance Test (iRAT), and then within groups, students complete the same assessment task via the Team Readiness Assurance Test (TRAT). The iRAT and tRAT integrated TBL has shown to assist students in functioning as a team and building interpersonal communication skills 2. However, there is inconsistency among different Universities regarding the frequency and weighting of these assessments. 

Summary of work
We aimed to evaluate how the frequency and weighting of iRATs and tRATs affected the performance of medical students. In Trimester 1, 2023, 225 medical students from the Griffith University MD program completed weekly TBL assessments with a 5 + 5% weighting, ensuring individual accountability to themselves and their peers. In Trimester 2, the same format of assessments with half weighting (5%) was implemented fortnightly. 

Results
Preliminary results indicated that students’ performance decreased significantly when the frequency and weighting were reduced. With a two-tailed P value of 0.0001, the mean results of iRATs for Trimesters 1 and 2 were 81% and 61%, respectively. 

Discussion
The effectiveness of TBL is dependent on a student's preparation to participate in discussions with their peers. We hypothesise that there is a decline in preparation prior to iRATs, which directly impacts iRAT and tRAT results. This is attributed to decreased weight and frequency of these assessments. 

Conclusions
Weekly TBL assessments, accounting for 10% of students’ grades, have improved students’ preparation and collaboration in TBL sessions. 

Take-home messages / implications for further research or practice 

The frequency and weight of TBL assessments have impacted students’ preparation before TBL sessions, consequently impacting their performance in their assessments. 

References (maximum three) 

1 - Parmelee D, Michaelsen LK, Cook S, Hudes PD. Team-based learning: a practical guide: AMEE guide no 65. Med Teach. 2012;34:e275–87. 

2 - Burgess, A., van Diggele, C., Roberts, C. et al. (2020) Team-based learning: design, facilitation and participation. BMC Med Educ 20 (Suppl 2), 461. https://doi.org/10.1186/s12909-020-02287-y