International Journal of Physiology, October-December 2020, Vol. 8, No. 04 99 Assessment of Learning Outcomes Using Team Based Learning Abuzer Abdalla 1 , Syed Sadat Ali 3 , Danish Anwer 2 1 Lecturer, 2 Assisstant Professor, Department of Anatomy, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia, 3 Associate Professor, Department of Physiology, Gujarat Adani Institute of Medical Sciences, KSKV Kachchh University, Bhuj-01, Gujarat Abstract Background and Objectives: Team-based learning (TBL) is composed of pre-class self-study, readiness assessment tests individually (iRAT) followed by readiness assessment tests in the team (tRAT), and peer feed evaluation. TBL was implemented in the course of General Embryology for the 2nd year medical students at the Faculty of Medicine, Jazan University (FMJU), KSA, in the Male and Female Sections through the years 2015-2019. This study aims to analyze this experience in two aspects: whether it was implemented accurately maintain unifromity, and whether it achieved the planned outcomes. Method: TBL implementation at FMJU was calibrated against a Logic Model for TBL implementation. Data was obtained from records of students including the number of students, attendance, exam marks, and peer feedback. Description of facilities and faculty was also included. Results: TBL components were applied; multi-disciplinary faculty was involved and an electronic exam replaced paper exam in iRAT, indicating the possibility of improvement. The student shows a high percentage of attendance, high marks in the tRAT compared to tRAT and traditional exams, and high opinion about participation in teamwork. Conclusion: We concluded that TBL implementation was successful in-process and fulfll the intended outcomes. Keywords: Learning-outcomes, TBL, Logic Model, Assessment, Peer feedback, iRAT, tRAT. Corresponding Author: Dr. Syed Sadat Ali Associate Professor, Department of Physiology, Gujarat Adani Institute of Medical Sciences, Bhuj-01, Gujarat e-mail: drsadatali@gmail.com Ph.: +91 99643 18714 Introduction Team-based learning (TBL), was frst introduced at Baylor College of Medicine in 2001 1 , although the term and concept were frst popularized by Larry Michelson, while at the University of Oklahoma in the 1970s. It is a well-defned instructional strategy used in business and science courses. TBL brings together theoretically- based and empirically-grounded strategies for ensuring the efectiveness of small-groups working independently in classes with high student-faculty ratios (e.g., up to 200:1) without losing the benefts of faculty-led small groups with lower ratios (e.g., 7:1). 2-4 Team-based learning consists of modules that can be taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. The implementation of TBL is based on four underlying principles according to Michaelsen & Richards, 2005. 5 1. Groups should be properly formed and groups should have an evenly distributed number of talented people among them. According to Michaelsen, most of the reported “problems” with learning groups (free-riders, member confict, etc.) are the direct result of inappropriate group assignments”.