Background: Deficient communication and poor teamwork skills are a significant cause of adverse outcomes in health care. Despite professional requirements, the systematic teaching and assessment of teamwork skills is lacking in higher education. These skills may be developed through student participation in team-based academic projects that involve peer-feedback and marking. Question: How should health students be assessed on teamwork when they engage in team-based academic projects? Participants:10 members of the Participatory Action Research group from four health disciplines. Students enrolled in 11 units (n=725). Methods: Data collection via on-line surveys, Delphi technique and focus groups. An innovative, theoretically supported rubric has been developed and quality assured before implementation with students at all levels of their health courses. Key findings: Students need specific training in team skills 'project planning and meeting management'; 'fostering a team climate'; 'facilitating the contributions of others'; managing conflict' and 'making a quality individual contribution'. Students all need training in how to provide honest, anonymous feedback to each other using a validated marking rubric. Teachers need to be actively guiding, supporting and providing feedback to the teams as they work on their assignments. Conclusion: The educational intervention that is under development comprises six lessons and the validated rubric. This intervention is now ready for wider implementation into health disciplines in higher education.