Background
Although a collaborative learning promotes student engagement, knowledge development and social communication skills, it can also be a challenging experience for some learners. This study aimed evaluate experience of neurodivergent postgraduate pharmacy learners with Team-Based Learning (TBL) and to identify how inclusivity of TBL study days can be improved.

Description
An online survey was administered to postgraduate pharmacy learners (n=239) attending a full day online TBL study day. The survey consisted of nine questions. Descriptive statistics were used for data analysis.

Results
The survey response rate was 79% (n=183/239). Ten (5%) identified as neurodivergent or having learning differences, eight (4%) as maybe, and two choose ‘prefer not to say’. Sixteen disclosed conditions including dyslexia (n=5), ADHD (n=7), mental health related difficulties (n=8), autism (n=1). Some (n=7, 35%) found TBL particularly challenging due to learning differences, whereas 13 (65%) did not. Four students (ADHD (n=3), mental health-related difficulties (n=4)), thought that they could use their strengths in collaboration with peers, application exercises, problem-solving or critical thinking activities. Learners with social anxiety found challenging to be a spokesperson for the group. Pre-work was highlighted as the most difficult aspect of TBL by both neurotypical and neurodivergent learners (n=65, 36%), followed by application exercises (n=57, 31%), and readiness assurance test (n=48, 26%). Most responders (90%, n=152) thought that no adjustments were needed to improve inclusivity. The suggested adjustments by neurodivergent and non-neurodivergent learners (n=17, 10%) included accessibility of teaching material and resources used in class before the session, visual timers for sessions, use of more visual aids, and slower pace of talk.

Conclusions
The results indicate that the TBL could be an accessible way of teaching for learners with neurodivergent traits. Some adjustments such as accessibility of resources before the session and use of visual aids could improve the inclusivity further.