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Table 3 Evaluation of preference for lecture or Team-Based Learning approach (N = 39)

From: Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study

1: Traditional lecture 2: Team-Based learning 1 vs 2
Significance,
Wilcoxon test
Questions % 4 + 5
(Agree + Strongly agree)
Mean (SD) Questions % 4 + 5
(Agree + Strongly agree)
Mean (SD)
Distraction
During traditional lectures, I often find myself thinking of non-related things. a 20.5% 2.67 (0,98) I talked about non-related things during Team-Based Learning activities. a 38.5% 2.95 (0.92) P = 0.076
Z = −1.77
Retention
I remember material better when the instructor lectures about it. 20.5% 2.67 (0.87) I remember material better when I used it during Team-Based Learning activities. 84.6% 4.03 (0.67) P < 0.001
Z = −4.62
Self-study
It is easier to study for an exam when the instructor has lectured about the material. 7.9% 2.47 (0.89) I would do better on exams if we used Team-Based Learning to cover the material. 64.1% 3.67 (0.81) P < 0.001
Z = − 4.24
  1. a item reversed for analysis (a higher score means lower students’ distraction)