Evaluation of modified team-based learning activities on student performance on therapeutic assessments.

Background And Purpose: To determine if changing the focus of team-based learning (TBL) grading from written to verbal responses impacted students' exam performance in those subjects and to assess student perception of utilization of course time.

Educational Activity And Setting: Assessment data from two consecutive respiratory therapeutics semesters was analyzed. These were the classes immediately before and after the TBL structural change.