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| Reply To: | Nelson, Michael H |
| Date: | Thu, 14 May 2009 08:06:21 -0600 |
| Content-Type: | multipart/alternative |
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At Regis University School of Pharmacy we are developing our curriculum around TBL. In addition to traditional TBL units, most of our courses will have at least one midterm exam and one final exam.
Our expectations for RAT performance versus midterm/final exam performance are somewhat different, and we are wrestling with how to best communicate this to the students in advance. We will expect RAT performance to reflect a reasonable amount of reading and comprehension of material prior to class, but the midterm/final exams would increase in expectation to application of material (i.e., testing them over what they worked on as a team in class).
What ideas are there in the TBL world about this? We've discussed several options, including 1) two sets of learning objectives (RAT-specific objectives and exam-specific objectives) or 2) developing a narrative to be included in the pre-class material that explains how to prepare for the RAT in addition to traditional midterm/final exam learning objectives.
Thanks in advance for any help you may have.
Michael Nelson, PhD, RPh
Chair and Associate Professor, Pharmaceutical Sciences
Regis University School of Pharmacy
303-625-1265 (phone) 303-964-5533 (fax)
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