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Getting Into the Fossil Record: Overall, among all classes, students average scores increased to 75% correct on the post-test from 46% on the pre-test.
The anonymous data results (Table 9) showed that students' average scores increased from pre- to posttest in all five scales, but the increases were not statistically significant.
After the tattoos, average scores increased by 4 points to 7.8.
For patients who ultimately deteriorated, the average scores increased 12 to 24 hours prior to time of deterioration for the MEWS, SAPS II, APACHE II, and REMS scoring models.
Average scores increased by 1.23 points (95% CI = 0.48 1.98) after the first learning exercise (F 1, 30) = 11.18, p = 0.002; difference between PRE and Dog lesson in Figure 2).
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We found that students had made significant improvement in their scientific writing skills, with average scores increasing from 62% to 83% between pre- and posttests, respectively (p < 0.001 by paired T-test; Figure 8).
The data are displayed in the form of a 'heat-map' consisting of 10 colours (blueaverage scores, increasing number of segmentally duplicated FAexpTRL or decreasing average gene family size [see Additional file 2 Table 3 for key].
The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56).
After the training, the average score increased significantly to 16.0 correct questions.
At their final assessment, the average score increased to a perfect 11, or 100%.
The average score increased from 46 in March 2009, 73 in October 2009, 77 in March 2010, and 83 in August 2010 to 84 in February 2011.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com