Introduction
Team-Based Learning (TBL) has been used in the MPharm curriculum at the University of Bradford for over ten years, enhancing engagement and achievement. Despite this, some students struggle with foundational knowledge and sustained participation. TBL generates frequent summative diagnostic data through individual readiness assurance tests (iRATs), offering the opportunity to identify disengagement earlier than traditional programmes. This study investigated whether continually monitoring iRAT scores could predict final examination performance, identify at-risk students, and inform timely interventions.

Methods
This two-year study combined quantitative analysis with structured student support. In Year 1, iRAT scores were collated and correlated with end-of-year exam outcomes, and performance was examined by student characteristics, including educational background, disability, gender, age, living area, and home versus international status.

In Year 2, iRAT scores were monitored in real time through a central tracking system. Students scoring below 40% or missing iRATs were flagged for early follow-up. Initial discussions were held with Personal Academic Tutors, with persistent low performance or non-engagement triggering a meeting with an Attainment Officer to develop an action plan.

Results
iRAT scores strongly correlated with final exam performance across two cohorts and modules. Students with low iRAT scores generally performed poorly in the exam, suggesting that gaps in foundational knowledge limited progression. Prior educational background was significant: BTEC-entry (UK vocational qualifications similar to US career and technical education) students consistently scored lower compared to A-Level (UK advanced academic courses similar to specialised Advanced Placements subjects) students. Conversations with struggling students highlighted common challenges, including ineffective revision strategies, poor time management, personal or health issues, and subject-specific difficulties.

Conclusions
iRAT performance is a reliable early indicator of exam success and can guide proactive student support. Continuous monitoring allows timely intervention and identifies groups, particularly BTEC-entry students, who may benefit from targeted academic guidance, helping improve engagement and overall attainment.