We have thought about rats and applications being uncoupled. In otherwords, an application needs to come after covered core concepts - but need not be on the same day. I think how you organize it has a lot to do with the time you have available, how integrated the topics can be, and how much you trust that the application gets at their understanding of the content. In other words, use the RATS to ensure accountability and cover core concepts/principles but not every fact imaginable. Use the applications to illustrate, emphasize.
So in Ron's case, for example, I might first throw out the framing that you must "cover" content on each day. What if you did this instead:
Week 1 - Day 1 - combined RAT on Aging Theories AND Cardiovascular, sensory function
Week 1 - Day 2 - Integrated (or series of) Application questions that bring home both sets of principles. End with a guest who inspires, illustrates, or wraps up key points.
Week 2 - Day 1 - combined RAT
Week 2 - Day 2 - integrated application.
That way you cover content on both. The trick is making sure students know they have a week to cover a lot of content - but cover it they must for the RAT.
Sandy Cook, PhD,
Assoc. Prof.
Senior Associate Dean
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Low-Beer, Naomi
Sent: Tuesday, May 08, 2012 5:22 AM
To: [log in to unmask]
Subject: Re: RAT's
We are also grappling with similar decisions for a new medical curriculum - Larry is visiting us soon and I was planning to raise this when he comes. But as you have a similar question I thought I'd join in the discussion.
We have modules which are 1-2 weeks long and have 2 days per week of TBL. Currently we are planning RATs at the start of each day of TBL, with the afternoon of each TBL day dedicated to application exercises. Like yours, our topics change significantly each day.
I would be interested to hear whether our plans seem reasonable - ie RATs per day rather than per topic.
Thanks
Naomi Low-Beer
Sent from my iPad
On 7 May 2012, at 19:28, "Carson, Ron" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Thanks Larry:
I hear you on the application, and that's where I'm getting stuck. Here's an example: One of the first modules is called, "Normal Aging". There are 5 topics in this module:
Week 1 - Day 1
Aging Theories
Guest
Week 1 - Day 2
Cardiovascular Function,
Sensory Function,
Week 2 - Day 1
Neuro-musculoskeletal function
Week 2 - Day 2
Mental Function
The class meets 2x/week and I've given 2 weeks for this module. Each topic has an assigned reading assignment.
So, do I give RATs for each topic?
Thanks,
Ron Carson
From: Larry Michaelsen [mailto:[log in to unmask]]
Sent: Monday, May 07, 2012 12:19 PM
To: Carson, Ron
Cc: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: RAT's
In part, the number (and length) of RATs depends on the total number of class hours you are dealing with. The principle is that you MUST maintain an emphasis on APPLYING the content. It would be an unusual situation in which you'd want to spend more than 30% of your total class time on RATs.
Larry
On Mon, May 7, 2012 at 10:51 AM, Carson, Ron <[log in to unmask]<mailto:[log in to unmask]>> wrote:
If you have a module 3 weeks with each week being a different topic, how many RATs do you "normally" provide? Would you give 1 RAT for the module or 1 RAT for each topic?
Thanks,
Ron Carson
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Ron Carson MHS, OT
Assistant Professor
Occupational Therapy Department
Florida Hospital College of Health Sciences
671 Winyah Drive
Orlando, FL 32803
407.303.9182<tel:407.303.9182>
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Larry K. Michaelsen, Professor of Management
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
660/429-9873 voice/cell phone, 660/543-8465 fax
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org<http://www.teambasedlearning.org>>
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