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Navigating the Complexities of Evaluating Team-Based Learning in the Graduate Classroom

Team-based learning (TBL) appeals to public health educators because it mimics the real world of public health practice. Public health is an interdisciplinary field in which practitioners from various professional backgrounds come together to apply their different skills and competencies to a steadily changing array of public health problems. In addition to fostering synergistic learning, TBL can break down barriers between people from different professions and backgrounds. Many students have had past negative experiences with group work such as perceptions of unequal distribution of work and responsibility among team members. TBL extends beyond group work by supporting a pedagogical philosophy to empower students. Various methods of peer assessment have been proposed that embolden team members to evaluate one another’s contributions to group learning. We describe our TBL approach along with the strategies we employ to mitigate this particular challenge associated with TBL. Overall, we believe our approach to peer assessment in the context of TBL to be effective; students are more satisfied with the authentic assessment, and it has led to improved team functioning.