The experience of the IBT course is both unique and new to the participants considering its hybrid multi-delivery learning model  \cite{Gurwitz_2017}, and also its extended 3-months time span. On a labeled five-point scale from very uncomfortable to very comfortable, we asked asked participants about their prior experience level in each course module (start survey); the extent to  which the content was appropriate, and the level it met their expectations (in the mid-course and end surveys, for each module taught up to that point).  These perspectives are illustrated in Figure \ref{539431},  as an average of the participants’ answers in the six IBT modules; with the per-module figures available as supplementary material (Supplementary_Figure7,8,9,10,11,12)
The six IBT 2017 modules followed the same trend regarding the participants’ responses, hence the average was considered a good representation of their perspective. Not surprisingly, prior familiarity with the course modules was lower than neutral. There were (? %) comfortable with their former knowledge with the content while (? %) were uncomfortable. At this stage of the course, all participants have been involved in the survey (N=73, M=?, SD=?). During the first two modules many participants dropped out from the course (fig 1), mid-course and final surveys included fewer number of participants. As the course continued, their responses revealed that they were satisfied with the course content, (? %) were very comfortable with content whereas (? %) were neutral (N=?, M=?, SD=?). At the end of the course their satisfaction with course content reflected their expectations (? %) were very comfortable that the course met their expectations and (? %) were neutral (N=?, M=?, SD=?). P values?