Purpose
Motivating students to do ungraded, best-practice curricular activities is a global educational challenge. On-time, formative exam completion decreases over our pre-clerkship curriculum despite its connection to higher summative performance and previous attempts to counter this decline. Here we present our process to construct a team-based leaderboard competition designed to increase student engagement.

Methods
Potential metrics identified in faculty discussions were evaluated for system level influence, distribution across the curriculum, and ease of collection and tracking. Students move through the curriculum in TBL groups of 6-7 students with groups reconstituted each term. The Leaderboard combines individual engagement scores for group members each week, which sum across a course. Each course resets the tabulation, and Term Leaderboards sum 4 consecutive courses. Varying awards are distributed each week, course, and term. The Leaderboard was implemented without notifying students during Term 1 for the graduating class (GC) of 2028 to test procedures developed for tracking. GC28s began competing with the Leaderboard in Term 2 and GC29s began Term 1 with an active Leaderboard.

Results
In addition to on-time formative completion, the Leaderboard tracks students responding to questions during non-mandatory learning events using Point Solutions (i.e., audience response collection available to students in the room or attending virtually) and those attending open lab sessions. Formative engagement is weighted twice as much as participation in Point Solutions or open lab. In general, students feel that weekly Leaderboards and feedback are informative not punitive. Bigger rewards are needed for students to complete more activities than those currently tracked.

Conclusion
A team-based leaderboard competition is possible to implement without overwhelming instructors, and most students appear motivated by the competition and team interactions.