Presented By: Joshua Costin, Nova Southeastern University
Co-Authors: Makenna Bowman, Nova Southeastern University
Michelle Demory-Beckler, Nova Southeastern University
Arlene Giczkowski, Nova Southeastern University
Robert Rust, West Chester University

Background
The impact of in-person active learning is established at the undergraduate and medical school levels. However, there is little evidence about the success of online active learning at the biomedical graduate level, particularly the intra- and interprofessional skills associated with success in an active learning environment in this population. This study aimed to demonstrate a correlation between intra- and interprofessional skills in the context of a small group, TBL session with performance in both the small group activity and the course.

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. Intra- and interprofessional skills were scored according to a central rubric.

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. There were several skills, both intra- and interprofessional, that were correlated with success in the course.

Conclusions
This study was limited by a relatively small sample size and by the subjective nature of scoring the rubric. Never-the-less, students' ability to correctly answer case-based questions and general student perceptions of interactive online TBL sessions significantly 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 in a biomedical bridge program. Likewise, observation of students using intra- and interprofessional skills correlated with these perceptions and overall success in the course.