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Abstract Details

Team-based Learning and Mock Exams as Early Predictors in Accelerated Medical Neuroscience Courses
好色先生, Research, and Methodology
P1 - Poster Session 1 (8:00 AM-9:00 AM)
15-003

This study aims to determine whether early Team-Based Learning (TBL) performance directly predicts summative outcomes and whether mock examinations serve as a mediating factor in this relationship, thereby establishing an evidence-based framework for early student support in a medical neuroscience course in a three-year medical degree (3YMD) program.
3YMD programs address physician shortages by compressing traditional curricula while maintaining educational standards. The intensive nature of these programs creates significant cognitive demands, particularly in complex preclinical courses like neuroscience. Early identification of at-risk students is essential for timely interventions. TBLs and mock examinations show promise as formative tools; their ability to predict final performance in accelerated neuroscience courses has not been systematically investigated. 

We analyzed 134 second-year students in a 3YMD neuroscience course, examining whether TBL scores (weeks 1, 3, and 7) predicted final exam performance and whether mock test results (week 5) mediated this relationship. Linear regression and mediation analyses were conducted using the PROCESS macro with 5,000 bootstrap samples.

All assessments (TBL 1-3, mock exam) significantly correlated with final performance (p < 0.001). Mock exam scores (β = 0.435, p < 0.001), TBL1 (β = 0.190, p = 0.012), TBL2 (β = 0.172, p = 0.014), and TBL3 (β = 0.163, p = 0.018) independently predicted outcomes, explaining 45.4% of variance. Mock exam partially mediated TBL1 effects (49%) and TBL2 effects (38.5%) but not TBL3.
 Early TBL and practice exam performance strongly predict final success in accelerated neuroscience courses. Mock exam partially bridges early TBL scores to final outcomes, suggesting that combined assessments effectively identify at-risk students. These findings support implementing different evaluation modalities in 3YMD programs for proactive intervention.
Authors/Disclosures
Tomaima Yousef
PRESENTER 		Ms. Yousef has nothing to disclose.
Carmenrita Infortuna (University of Messina) Carmenrita Infortuna has nothing to disclose.
Amanpreet Kaur, MD Dr. Kaur has nothing to disclose.
Michael Han, MD Dr. Han has nothing to disclose.
Felicia Gliksman, DO, FAAN (Hackensack University Medical Center) Dr. Gliksman has nothing to disclose.
Kristen Clark, MD Dr. Clark has nothing to disclose.
Stanley R. Terlecky, PhD The institution of Dr. Terlecky has received research support from New Jersey Health Foundation.
Florian P. Thomas, MD, PhD, MA, FAAN (Hackensack Meridian Health) Dr. Thomas has received personal compensation for serving as an employee of Hackensack Meridian Health. Dr. Thomas has received personal compensation in the range of $5,000-$9,999 for serving on a Scientific Advisory or Data Safety Monitoring board for MND. Dr. Thomas has received personal compensation in the range of $10,000-$49,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Journal of Spinal Cord Medicine. Dr. Thomas has a non-compensated relationship as a Board Member, Metro New Jersey with National MS Society that is relevant to AAN interests or activities. Dr. Thomas has a non-compensated relationship as a Board Member with American Paraplegia Society that is relevant to AAN interests or activities.
Fortunato Battaglia, MD (Hackensackmeridian School of Medicine) Dr. Battaglia has nothing to disclose.