Purpose
The purpose of this study is to examine the effectiveness of novel “illumination quizzes” built on a team-based learning (TBL) concept and designed to promote application of learning, in terms of its relationship with students’ summative performance and in helping students’ competency development of professionalism and interpersonal communication skills.

Methods
Pre-clerkship medical students participate in TBL sessions with illumination quizzes in each system-based block to promote application of classroom concepts. Students are assigned to the same TBL group throughout the academic year and give feedback to peers several times using a 4-point scale with qualitative feedback on their cooperative learning, self-directed learning, and interpersonal skills. Preliminary analyses (AY2022/23-2023/24, N=514) included 1) bivariate correlations between quiz performance (individual and group) and exam performance, and 2) Receiver Operating Curve (ROC) analysis of the best quiz performance threshold on predicting the minimal exam performance (students are put on academic monitoring with an exam average 74 due to a very low level 1 pass rate). Peer feedback analyses are in progress to evaluate 1) the change in students’ competency levels over time and 2) themes of peer feedback, in relation to their exam performance and development of competencies.

Results
The average individual quiz performance over all blocks showed strong correlation with their average exam performance (r=0.76), and group quiz performance also showed significant despite very small correlation (r=0.17, p <.001). ROC suggested that an average of 74 on individual quizzes best predicts a minimal exam performance of 74.

Conclusion
The preliminary results indicate that quizzes in a team-based learning environment were beneficial for student learning. Peer feedback and competency data are in progress of analyses.