Lane: I would focus on the improved learning that is likely to occur as by-product of transition from lectures to TBL. Contact time becomes more memorable when solving problems and learning on the fly from peers and faculty. Exercises that require application of knowledge are known to enhance encoding of information into long-term memory, compared to passively receiving information during a lecture. There is published objective evidence of better exam performance in Koles etal, AcadMed 2010; 85:1739-1745. If students are worried about mastering knowledge for exams, one must show them objective evidence that TBL will not "hurt" their grades. Others have shown similar data (see references in my paper: Nieder etal, Levine etal, Letassy etal) Paul
On Jul 23, 2012, at 1:56 PM, Lane Brunner wrote:
> Hi all-
>
> In a recent open house, one of our applicants asked about effective strategies for students who are “addicted” to lecture to make the transition to TBL. Do any of you have some good strategies that students have shared with you about jumping from lecture to TBL. Since our entire curriculum is TBL, stress of the change is a bit more acute. Thanks!
>
> Lane
>
> ------------------------------------------------------------
> Lane J. Brunner, Ph.D., R.Ph.
> Professor and Chair
> Pharmaceutical and Biomedical Sciences
> California Northstate College of Pharmacy
> 10811 International Drive
> Rancho Cordova, CA 95670
>
> Tel: (916) 503-1860
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> Office: Room 232
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