PURPOSE
Team-based learning is a widely accepted instructional approach in
undergraduate medical education, but the application of its principles to the
process of assessment has not been fully explored. Here, we describe the
implementation of a hybrid individual-group examination format during a
two-week Multisystems course at the University of Cincinnati College of
Medicine.
 
METHODS
Students completed two separate examinations during the course, each with
individual and group components. A portion of the second individual
examination retested concepts from the first examination to evaluate the
impact that collaborative test-taking had on student learning. Student
perceptions of the experience were evaluated using a survey after the final
examination.
 
RESULTS
We found a small but statistically significant decline in average
individual examination scores following the transition from traditional
individual testing to the hybrid individual-group format. However, measured
improvement in performance on retested concepts suggests that collaborative
testing had a positive impact on student learning, especially among lower
performing students. This testing model was overwhelmingly supported by
students, who reported that group testing not only enhanced their learning,
but also stimulated equal collaboration among group members and decreased
their stress surrounding preparation for the examination. Opinions on whether
this approach to assessment should be utilized in courses that contribute to
class rank were divided and heavily influenced by respondee rank.
 
CONCLUSION
The hybrid individual-group examination model may promote learning and
knowledge retention within the process of assessment, particularly for
lower-performing students. The approach was associated with a small decline
in overall individual test scores, but this decline is believed to have
little practical significance. Collaborative assessment in medical education
appears effective and warrants further evaluation, though concerns about its
use in rank-determining courses highlight the need for careful consideration
before broader implementation.