The contribution of integrated courses in Competency-Based Medical Education (CBME) is crucial. Integration ensures the equipment of basic interdisciplinary knowledge that effectively supports learners’ task performance. Designing integrated courses is challenging due to possible difficulties in simultaneously teaching various learning objectives and linking them while still ensuring constructive alignment.

Team-Based Learning (TBL) seems to be an appropriate approach for solving this complex task due to its ability to teach various disciplines simultaneously and help learners link concepts. Since 2016, the University of Medicine and Pharmacy at Ho Chi Minh City (UMP) has implemented its CBME curriculum, in which integrated courses using TBL make considerable contributions.
The rationale for using TBL as the core teaching and learning approach for designing our integrated courses is the ability to link various multidisciplinary concepts. Respecting the principles of designing CBME courses is crucial. We first identified the most common healthcare issues and then created a list of learning objectives that learners should accomplish. When done, we classified them according to discipline(s) and then attributed them to knowledge which concerns them. We arranged the attributed knowledge in topics/lessons, forming the backbone of each session concerning each specific healthcare issue. During each TBL session, students should learn all topic-related knowledge simultaneously and be able to understand and link them by the end of the session. On the other hand, through TBL application exercises, students enhance their ability to connect and apply multidisciplinary concepts and their critical thinking competence. The results of the task-based assessments have confirmed the effectiveness of using TBL in designing integrated courses.

Besides, it is crucial to mention that TBL is the way to deliver integrated courses. Curriculum developers should not consider it as the way to design the course. Moreover, learning materials should be suitable for the course integrally.

Team-Based Learning (TBL) is an active learning pedagogy that has been shown to significantly enhance student engagement, accountability, and critical thinking in various fields, including research education. This poster presents the application of TBL in teaching research concepts, with an emphasis on integrating practical skills and collaborative learning. Research education often focuses on theoretical knowledge, but teaching through practice-based strategies is essential for students to internalize research methods effectively (Sibley et al., 2020).

The TBL approach begins with Institutional Review Board (IRB) training to establish ethical foundations, followed by an Individual Readiness Assurance Test (iRAT) to ensure comprehension of key research principles. In the next stage, students design surveys individually to cultivate an understanding of research instruments, followed by team collaboration to critique, refine, and synthesize these surveys into a unified tool. This promotes peer learning and an understanding of diverse perspectives on research methods (Parmelee & Michaelsen, 2010).

The data analysis phase starts with individual work to practice data interpretation, followed by team discussions to refine the interpretations, enhancing critical thinking and ensuring alignment with research objectives (Michaelsen et al., 2002). The cycle culminates with individual manuscript drafting and team-based editing, which ensures mastery of written communication and scholarly collaboration, crucial elements in the research process (O’Connor et al., 2021).

Incorporating TBL in research education allows for a balance between individual accountability and the benefits of teamwork, ensuring that students not only grasp the technical skills but also develop the collaborative, communication, and critical thinking skills necessary for successful research endeavors. This framework offers a robust model for teaching research concepts, encouraging students to engage actively in the process while learning essential skills that they will use throughout their careers.

Team-Based Learning (TBL) traditionally relies on paper-based cases that provide structured learning experiences. However, students may need more realism and interactivity to prepare them for real-world experiences. Standardized patients and actors offer authenticity, but logistical and financial barriers have limited their use. Artificial Intelligence (AI) characters provide an innovative alternative, enabling students to engage in simulated conversations, uncover critical information, and practice interpersonal skills.

This project explores the integration of generative AI tools such as Convai to enhance TBL application exercises through realistic scenarios. While our implementation focused on pharmacy education, this approach applies to many disciplines. For example, health science students can interview AI patients to gather information beyond medical records, business students can refine sales techniques with AI-simulated clients, and history students can engage in conversations with AI-portrayed historical figures. Incorporating AI characters can promote the development of communication and critical-thinking skills beyond the capabilities of paper-based cases alone.

Interacting with AI patients encourages active participation and deeper discussion among students. As teams interact with AI characters, they may uncover varied insights, leading to rich peer-to-peer learning opportunities. While there are challenges like AI's limited ability to fully mimic human interactions and the learning curve associated with new technology, the rapid evolution of AI tools may overcome these problems soon. AI has the potential to bridge the gap between structured paper-based cases and real-life interactions, enriching the TBL experience and better preparing students for real-world scenarios.

Introduction
The Faculty of Medicine at Universidad de La Frontera, Chile, has begun implementing active, student-centered methodologies. In this context, Team-Based Learning (TBL) was incorporated into a third-year course in a Occupational Therapy program.

Objective
To evaluate the effectiveness of TBL in fostering learning and developing competencies in third-year Occupational Therapy students in neurology topics.

Methodology
Three sessions, each lasting three hours, were conducted under the guidance of two instructors. The structure of the activities included:

• Pre-class preparation
• Individual and group tests
• Feedback
• Mini-Lecture and Appeals
• Clinical case discussion
• Peer evaluation

Each session focused on a specific pathology:

• First session: Stroke and spinal cord injury
• Second session: Parkinson's disease
• Third session: Multiple sclerosis

Students were grouped into six teams, formed through the university platform at the beginning of the semester.

Results
A post-TBL survey revealed that most students found the sessions useful and logically structured. They valued the teamwork component, particularly in solving clinical cases, and noted that it created a comfortable learning environment. The methodology also facilitated participation and interpersonal skill development. Although most students did not experience stress, some reported it. Additionally, there was interest in using this methodology in future activities.

Peer evaluation in Team-Based Learning (TBL) reinforces individual accountability within teams, which is essential for collaborative success. In addition, when effectively implemented, peer evaluation can support specific skill development and enhance overall team performance. However, common limitations in existing peer evaluation methods—such as grade inflation, collusion, and potential strain on team relationships—reduce their effectiveness and hinder potential benefits. Current methods often force students to choose between providing honest feedback and maintaining harmonious team dynamics and high grades. To overcome these challenges we aimed to design a peer evaluation tailored for a professional pharmacy student drug therapy course that minimizes these common drawbacks. To enhance the educational impact and align with TBL's intent in the course, we identified several key elements for our peer evaluation model: it should accurately reflect each team member’s contributions, minimize grade inflation, avoid disrupting team dynamics, improve self-awareness and personal development, enhance overall team performance, and ensure accountability in students' preparation and participation. In the first year of implementing the TBL peer evaluation—administered twice in the course at midpoint and end—we used relative discriminatory ratings, required students to justify their scores, assigned a meaningful course-grade impact, and ensured evaluation anonymity. After the course concluded, we analyzed both intended and unintended outcomes, revising the instrument accordingly. In the second year, we defined constructive narrative feedback, embedding guidance directly into the evaluation tool, and removed the discriminatory grading requirement. We structured the first peer feedback experience as a formative assessment with qualitative feedback only, and the second as an end-of-course summative evaluation combining both qualitative and quantitative feedback. Students were graded on both the quality of feedback they provided to their peers and feedback ratings they received. Specific findings and lessons learned through this iterative process will be shared during the presentation.

Introduction
The primary goal of this study is to determine how transition to a block scheduling system impacts student performance and satisfaction in courses taught using Team-Based Learning (TBL) pedagogy. A secondary goal is to identify perceived challenges and benefits to instructors. Over the last few years, several institutions and programs have implemented block scheduling systems in which only 1 – 3 courses are offered at a time over a much shorter timeframe compared to traditional semester or quarter-based systems. This is often referred to as block mode of teaching (BMT) or intensive mode of teaching. Educational research has shown that there are several advantages to BMT including increased student focus and retention of course content and decreased stress levels. To our knowledge, there are no reports on how combining BMT with TBL impacts student outcomes or perceived benefits and challenges to course coordinators and instructors.

Methods
Average student course scores, individual and team course component scores, and course evaluation scores with standard deviations are collected from course coordinators for 2023 courses (before BMT was implemented) and 2024 courses (after BMT was implemented) and compared. Course coordinators and instructors are asked to share perceived challenges and benefits associated with implementation of BMT.

Results
Preliminary data analyses have determined that there are no statistically significant differences in student outcomes before versus after implementation of BMT. Course coordinators and instructors have noted that negative impacts include physical exhaustion and challenges associated with students who miss class while positive impacts include being able to manage class time more efficiently.

Conclusions
The data from this study can be used to help inform curricular design and implementation within programs who use TBL pedagogy and who are considering transition to BMT.

In higher education, cognitive overload is a growing concern, as students face increasing demands to assimilate large volumes of information across various subjects. This challenge is particularly evident in TBL, where student preparedness is critical for successful participation in classroom activities such as individual and team readiness assurance tests (iRAT and tRAT) and complex application exercises. To address this, we have developed an AI-chatbot or “bot” for the Year 1 Physician Associate (PA) Master students, who face the pressures of cognitive overload, as they are on a fast track to completing a clinical programme in two years. Consequently, our students are resistant to the flipped classroom approach and do not engage well with the preparatory materials or readiness assurance tests. The purpose of the “bot” was to take on the persona of an AI-tutor which could help students clarify their understanding of complex pre-class study material. This could decrease the cognitive load and help learners come better prepared to engage with in-class activities in TBL.

The “bot” was integrated into an online learning platform (LAMS), which is used to deliver TBL at our institution. The assigned learning materials in word or pdf format were incorporated into the “bot” interface. Each student could interact (chat) with the “bot”, in their own time prior to the start of the TBL lesson, asking questions and explanations about the learning content or even creating simple multiple-choice questions to test their knowledge. In this way the “bot” provided students with a personalised learning experience. The “bot” kept students focussed on learning key concepts, through active participation with the directed study material. The integration of the “bot” into the LAMS platform, precluded students from having to search the internet for information, thus saving time and effort and increasing their “germane load”.

The use of Virtual Reality (VR) has grown significantly in recent years, particularly in enhancing educational experiences. Businesses are increasingly adopting immersive technologies, making it likely that current business students will encounter VR in their careers. Research indicates that VR enhances student engagement, especially within STEM disciplines. This study explores the integration of VR in business courses to examine its impact on student engagement and team dynamics, as well as how it compares to traditional in-person methods.

Students from two universities formed inter-university teams to participate in a business simulation game using VR headsets, combining VR technology with experiential learning in business. Statistical analysis of survey data revealed a strong positive correlation between student engagement and team dynamics in the VR environment. Moreover, the findings suggest that inter-university teams using VR reported significantly higher levels of engagement and team dynamics compared to teams using non-VR, in-person methods. These results highlight the potential benefits of adopting VR technology in educational and business contexts.

Introduction  
Peer evaluation in Team-Based Learning (TBL) provides accountability and feedback on individual student performance within a team. Understanding peer rating behavior is essential for guiding the development of both formative and summative peer evaluation processes. This study examines peer rating behavior in differentiating student performance within a rubric-based formative TBL peer evaluation process. 

Methods 
Peer evaluation data was collected from two cohorts of second-year medical students upon completing a preclinical Endocrine-Reproductive systems course with three TBL modules, one year apart. Cohort 1 (104 students) and Cohort 2 (147 students) evaluated teammates’ performance in TBL sessions using an 8-item rubric with 4-point Likert-scale, with maximum scoring of 32. Evaluation items assessed pre-class preparation, participation, and teamwork skills. Rating behavior was analyzed using descriptive analysis. IRB exemption was granted. 

Results 
Students gave average overall ratings of 31.28 (Cohort 1) and 31.77 (Cohort 2). Many students gave their peers the highest ratings, with 56/104 (53.8%) of Cohort 1 and 120/147 (81.6%) of Cohort 2 giving their teammates all 4’s. Additionally, 23/104 (22.1%) and 94/147 (63.9%) of Cohort 1 and Cohort 2, respectively, received all 4’s from teammates. Three students in each cohort were outliers who rated their teammates more stringently than general class behavior. Two students in Cohort 1 and six in Cohort 2 were outliers who received lower ratings from teammates. All outliers in Cohort 1 and three in Cohort 2 had a stringent rater on their team. 

Conclusions 
Overall, students highly rated their teammates, with Cohort 1 exhibiting more variation in distribution of ratings than Cohort 2. Stringent raters were identified in both cohorts, and outliers who received lower ratings tended to have a stringent rater on their team. In these two cohorts, data indicate peer evaluation item score variability may be more related to rater stringency than ratee performance.

Team-based learning (TBL) is a teaching strategy to promote students’ active learning, critical thinking, communication skills and team cooperation. Nowadays, TBL is applied in many variable fields. This study aimed to investigate the learning outcomes of TBL in the radiation and health module of an "Application of Radiation (AR)" course. The AR course is an elective for first-year students at a medical university in Taiwan. Students were divided into eight groups, each consisting of 3–4 members. Students pre-read the teaching material before attending the class. In the class, an individual readiness assurance test (IRAT), a group readiness assurance test (GRAT), an appeal, activities, mini-lectures, and a review test (RT) were conducted. The IRAT consisted of 50 true-or-false (T/F) questions, and the GRAT included the same questions as the IRAT. During the activity session, students created concept maps based on the teaching material. The RT, which consisted of 25 T/F questions, was conducted afterward. The final examination was held two weeks after the TBL session and included 13 T/F questions similar to those in the IRAT. A paired t-test was used for the statistical analysis of the scores of 29 students, with p < 0.05 indicating a significant difference. The GRAT score was significantly higher than the IRAT score. With the same or slightly modified 25 T/F questions, the RT score was significantly higher than the IRAT score and also higher than the GRAT score. The final examination score, based on the same or slightly modified 13 T/F questions, was significantly higher than the IRAT score and comparable to the GRAT score. Students reported that TBL improved their learning impressions, learning interest, and self-directed learning compared to traditional teaching methods. In summary, TBL can be effectively applied in the radiation and health module to enhance students’ academic performance.

Introduction
Students often choose online courses for flexibility and freedom. Research shows that team-based learning (TBL) effectively promotes active learning and long-term retention. Asynchronous TBL is a teaching and learning method that allows students to complete the three phases of TBL while accessing course materials, interacting with instructors, and interacting with peers all at different times and locations. This study aimed to compare asynchronous versus synchronous TBL in an online course, assessing effectiveness through student performance on readiness assessment tests and course evaluations. We also used a modified TBL Student Assessment Instrument (TBL-SAI) to measure accountability, TBL method preference, satisfaction, and group work.

Methods
Pharmacy students enrolled in the "Global Health for Pharmacists" course were invited to participate in the study. With informed consent, their readiness test scores and evaluations were collected anonymously. Asynchronous TBL was implemented in Fall 2021 and 2022, allowing students to complete TBL phases independently via Canvas® and InteDashboard®. The synchronous TBL, following a traditional model, was conducted in Spring 2022 and 2023 using Canvas® and Moodle® Learning Managements Systems. Surveys and course evaluations measured student responses, with a target of 30-45 participants per group of second- and third-year pharmacy students. Non-participation did not affect students' grades.

Results
Of 63 participants, 52% were in the asynchronous and 48% in the synchronous cohort, with similar demographics across both groups. Most students had not previously participated in online TBL, but those who had rated it positively. Interest in the topic was the main reason for course enrollment. No significant differences were found in student performance between TBL formats: asynchronous IRAT#1 averaged 83 and synchronous 80 (p=0.224); IRAT#2 averaged 83 (asynchronous) and 88 (synchronous) (p=0.070). TRAT scores were also similar between cohorts.

Conclusion
Student performance, experience, and feedback indicated no significant difference between asynchronous and synchronous TBL in an online course.

Team-Based Learning (TBL) usually is used in classroom didactic learning and teaching. Pharmacy students are usually required to participate in a research project by the PharmD Program Co-curriculum. Doing research can develop students’ critical thinking, improve problem-solving skills, and enhance ability to conduct evidence-based practices, which are the foundations in the pharmacy practice field. A group of fourth-year students used the TBL method in their research of the incidence, frequency, and severity of adverse ocular events in patients with osteoporosis who take bisphosphonates, such as alendronate.

In this project, students first studied background material individually by doing a retrospective literature review. Team members self-delegated data collection tasks to streamline the process including data from cohort studies, case reports, and clinical trials. For data analysis and interpretation, team members worked together to analyze data, share insights, and solve problems. Through pooled interpretations, students achieved greater depth of analysis and discovered subtle findings that might have otherwise gone unnoticed. Via TBL method students engaged in discussion-based problem-solving, examined frequency of adverse events, correlated findings with risk factors, assessed statistical significance of differences in ocular event rates across drug groups, and compared the risk between alendronate users and non-users.

In this research project focused on the incidence, frequency, and severity of adverse ocular events in osteoporosis patients taking bisphosphonates (like alendronate), students leveraged TBL methods to successfully achieve project milestones. TBL in this research context reinforced students’ ability to apply their didactic knowledge collaboratively, simulating real-world clinical and research environments and preparing them for their roles as pharmacists.

Background
Team-Based Learning (TBL) application exercises often present students with complex, ambiguous scenarios that mirror the uncertainties encountered in real-world healthcare settings. Understanding pharmacy students' perceptions, strategies, and attitudes toward ambiguity and uncertainty in TBL is crucial for optimizing this educational approach and better preparing future pharmacists for the complexities of clinical practice.

Objective
To evaluate second-year pharmacy students' impressions, experiences, and attitudes toward ambiguity and uncertainty in the context of TBL utilizing qualitative methodology.

Methods
Following four semesters of TBL in a professional program, second-year pharmacy students were invited to respond to five open-ended questions regarding ambiguity, uncertainty, and TBL. Thematic analysis methodology was employed to assess responses, categorize data, and develop themes and sub-themes.

Results In spring 2024, 52 of 107 second-year pharmacy students responded to free-text prompts. Thematic analysis revealed four overarching themes: (1) Emotional Responses to Ambiguity, (2) Strategies for Navigating Ambiguity, (3) Impact on Participation and Contribution, and (4) Team Dynamics and Performance. When asked specifically about TBL's influence on their tolerance for ambiguity, 49 students responded: 38 (77.6%) reported a positive influence, 6 (12.2%) reported no influence, and 5 (10.2%) gave neutral responses. Students who experienced positive influences from TBL on their ambiguity tolerance identified three themes: (1) Collaboration Boosts Confidence and Comfort, (2) Appreciation of Diverse Perspectives, and (3) Development of Patience and Active Listening.

Conclusions
The majority of students reported that TBL positively influenced their ability to handle ambiguity, suggesting its effectiveness in preparing students for the uncertainties of healthcare practice. The identified themes provide insights into students' cognitive strategies, emotional responses, and interpersonal dynamics when confronting ambiguity in collaborative learning environments. These findings underscore the potential of TBL as an educational strategy to enhance pharmacy students' ability to navigate uncertain situations, a critical skill for future healthcare professionals.

Internationalization-at-Home (IaH) aims to cultivate an inclusive campus culture that fosters international and intercultural understanding. While international students are key to IaH initiatives, research indicates that their presence alone may not always lead to meaningful cross-cultural interactions between domestic and international students. Many international students tend to form strong bonds with peers from their home countries, displaying sojourner-like behavior. However, strategic friendships between international and domestic students can emerge under the right conditions. This study explores the potential of Team-Based Learning (TBL) to foster such friendships within group settings at a four-year research university. Of the 40 participants, 62% were domestic students, 20% were minority domestic students, and 18% were international students. The MacKenzie Group Climate Questionnaire - Short Form (GCQ-S) was used to measure engagement and conflict in mononational, multinational, and token teams. Quantitative results showed moderate engagement and low conflict across all groups, and qualitative interviews supported these findings. Overall, TBL shows promise for creating positive team environments that may promote meaningful interactions between international and domestic students.

Background
Confidence-Based Testing (CBT) or point spreading, assesses students on the correctness of their knowledge and how confident they feel about their answers. It is thought to encourage reflective learning, provide more in dept understanding on learners' preparedness for the session, and positively impact on team readiness assurance test. CBT was introduced to a postgraduate trainee pharmacists programme that uses Team-Based Learning. The project aimed to understand learners’ preparedness for the session, evaluate their confidence levels in relation to different types of question as per Bloom Taxonomy, and difference in confidence levels between genders.

Description
In total, twelve online study days were delivered to 240 learners over the course of six months. Each study day comprised of 10 to 15 formative Readiness Assurance Test (RAT) questions. Each question was categorised as per Bloom Taxonomy (recall, application, understanding, analysis). A 5-point Likert Scale was used to score confidence based on the point spreading (e.g., 4 points- very confident). Descriptive statistics and student t-test were used for data analysis.

Results
In total, there were 44 questions: 21 recall, 18 application, 3, understanding, 2 analysis questions. Learners were very confident (no point spreading) in 79% of answers submitted. Some differences were observed in the proportion of students that were very confident in the different categories of questions, which were not statistically significant, except in recall versus understanding (P = 0.025) and recall vs analysis (P = 0.028) questions. There was no significant difference between level of confidence between male and female trainees in all types of questions.

Conclusions
Our learners were well prepared for online sessions as the use of point spreading was low. There was no significant difference in confidence levels between male and female learners, except in recall type questions. The CBT could be used to inform tailored feedback after RAT.

In 2012 Bradford School of Pharmacy and Medical Sciences transitioned an entire 4-year pharmacy program from a traditional didactic model to one delivered predominantly by Team-Based Learning. This involved a major curricular redesign, a change management process, winning the hearts and minds of 70 faculty members, and persuading administrators, students and colleagues that the benefits would outweigh the challenges. 12-years on we reflect on the lessons learned, the challenges we overcome, and the opportunities it afford us along the way.