Introduction

The impact of in-person active learning has been well established at the undergraduate and medical school levels. However, there is little evidence about the success of online active learning at the graduate level, and in particular, the intra- and interprofessional skills that are associated with success in an active learning environment in this population.
 

Methods

The previously fully didactic online Microbiology and Immunology course was modified to include three interactive TBL sessions. All TBL sessions were conducted online using a breakout room feature. Student perceptions of TBL were measured using Pre- and Post-Surveys (80 and 76 respondents respectively). Student performance on exams and TBLs were recorded throughout the semester and compared to student performance during the previous semester. Recordings of breakout rooms were made to document intra- and interprofessional skills.
 

Results

Student perceptions of intra- and interprofessional competencies in the online TBL environment increased. Student perceptions of productivity, communication, and enjoyment increased significantly, and student performance was significantly better when answering cased-based questions.
 

Conclusions

Student ability to correctly answer case-based questions and general student perceptions of interactive online TBL sessions improved after TBL sessions. These results suggest TBL has a positive impact on students' perceptions of intra and inter-professional competency development as well as application of knowledge in case-based scenarios in a masters level course.