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Nick,

We struggled with this same concern several years ago when implementing TBL into our Medical Physiology course.  We quickly discovered that 10-12 iRATs/tRATs were way too many; students just focused on the "quizzes"/points and not the learning.  We spent a great deal of time deciding on the 4-6 most important concepts we wanted the student to learn well.  We settled on 5 topics for full TBL treatment and a 6th that we did a mini module on.  8 years on, the course is going pretty well.

For an undergraduate course, it can be a big shift for the students and instructors to go away from the chapter model and focus on integrating ideas across chapters.

Scott
--
Scott D. Zimmerman, PhD
Associate Professor
CMB Graduate Program Coordinator
Biomedical Sciences Department
Missouri State University
417-836-6123


From: Nick Roster <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: Nick Roster <[log in to unmask]<mailto:[log in to unmask]>>
Date: Mon, 16 Apr 2012 16:16:36 -0500
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Anatomy and Phys TBL

Hello,

I have implemented TBL in my 2-semester Anatomy & Physiology class. I love it. However, I was wondering if anyone else has done the same. The issue I am running into is that my iRATS and gRATS are only over a chapter at a time. I can't seem to think outside the text on this one. Is it unwise to have so many (about 13) RATs a semester. I am using them to introduce the chapter material, then we launch into cases from there. Any thoughts?

Thanks

Nick

--
--
You can fill your head with a million facts and still be entirely uneducated.
--
Dr Nicholas O Roster
Science Department, Chair
Northwestern Michigan College
1701 E Front St
Traverse City, MI 49686

231-995-1278