Implementation of team-based learning (TBL) in a second year medical school course: does prior experience with TBL improve the impact of this pedagogy?

Table 4 Final Examination and iRAT Scores for Three Consecutive Cohorts of Medical Students in the First Year Infectious Diseases (ID) and Second Year Women’s Health (WH) Courses: Analysis of Students Performing in the Upper and Lower 25th Percentiles in the WH course

	Upper 25th Percentile Students				Lower 25th Percentile Students
	ID Exam Scores	iRAT ID	WH Exam Scores	iRAT WH	ID Exam Score	iRAT ID	WH Exam Scores	iRAT WH
N	56	56	56	56	56	56	56	56
Average	88.41	7.77	94.46**	9.68^##	80.51	7.00	82.45	8.73^##
SD	5.66	.89	1.53	.51	7.51	1.11	3.42	1.45

**p < 0.01 compared to ID exam scores; ^## p < 0.01 compared to ID iRAT scores
Kruskal-Wallis One-Way Analysis of Variance (ANOVA) and Newman-Keul’s statistical methods

ISSN: 1472-6920