At UA COM-P, moving from a traditional, lecture-based scenario to a more active learning TBL paradigm was mandated by the Curriculum Committee in AY 16-17. With funding received from the TBLC, we enrolled students in the Classes of 2020 and 2021 to study how moving from lecture to a combination of independent learning modules (ILM) plus TBL impacts short-term medical knowledge mastery and immediate and long-term gains in interpersonal and communication skills. 64% of the Class of 2020 and 75% of the Class of 2021 consented to enroll in the study for a total research cohort of 112 students. The Class of 2020 has completed their clerkships, while Class of 2021 is currently in the middle of their clerkship experience.  As these sessions are non-mandatory, students were grouped based on the percentage of active learning sessions attended and this was then correlated with their interpersonal and communications competency scores in their Year 1 and 2 blocks, as well as primary care clerkships (Family Medicine, Internal Medicine). Using a Kruskal-Wallis test and Spearman’s correlation coefficient, data showed that students who attended > 30% of the active learning sessions were better able to cooperate, collaborate, and communicate with teams (p<0.02) and document and present patient data, use effective nonverbal communication and questioning (p<0.01) in the Cardiovascular-Hematology Block compared to those attending < 10% of these sessions.   For the Internal Medicine clerkship, students attending more TBL sessions in Years 1 and 2 received higher scores in using focused listening skills (p<0.02).  Students completed an end-of-year survey to evaluate their experience with these TBL sessions.  Most students found them beneficial to work through clinical problems, hone critical thinking skills while solving problems, apply previous knowledge to case studies and to compare their thought processes with others' while gaining insight on different perspectives.  However, most students would still rather problem solve on their own using independent study modules.  Surprisingly, one student suggested that the most useful part of the TBL sessions was getting the information, not necessarily the peer interactions. We continue to analyze the data as the Class of 2021 finishes their clerkships and will be reporting out the effects of attendance on block exam scores as well as shelf exams and step 1 scores while further analyzing the influence of attendance on the competency scores.