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Hello Ashleigh,
This is my second year using TBL and I had a lot of resistance my first year.  I made changes as the semester progressed and the most helpful change was to provide more detailed reading guides.  My earliest reading guides made suggestions such as "focus on this section, it is important", but my students struggled with this.  My later reading guides were more explicit and directly followed the book, such as "what are three factors that determine stroke volume".  The questions on the RATs are typically directly from the reading guide, with modifications for some questions.  My students read 40-50 pages a week and without detailed questions, it was overwhelming for them.  My course is very information-dense (undergraduate anatomy and physiology), but I have found that clear expectations, even if they are challenging expectations, help to curb student frustration.

My goal was to ensure that my students had the background knowledge so that they could complete application exercises.  I found that explicit questions helped put us all on the same page.  This may not be as necessary for vet students, but perhaps moving in that direction would help.

Best wishes!
Terri

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