Hi Geneviève,
The contribution of the TBL elements to the final grade in my courses is
very similar to yours: 10% in total but for some courses it does go as high
as 15%. This year the breakdown in my junior biochemistry class is:
- iRATs 3%
- tRATs 2%
- Apps 5%
Cheers,
Neil
NEIL HAAVE, PhD
Professor
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UNIVERSITY OF ALBERTA
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On Wed, Oct 25, 2023 at 7:40 PM Geneviève Benoit (MED) <
[log in to unmask]> wrote:
> Thank you all the answer. It helps!
>
> Last question (for the moment 😉
>
> IRAT + TRAT = what is the weight of those tests in the final grade of your
> students?
>
> For exemple, for us:
>
> Final grade:
>
> 90% is the final exam of the course
> 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14
> tests).
>
> I am curious to know what others are doing.
>
> Best regards,
>
> Geneviève
>
>
>
> *Geneviève Benoit*
>
> Professeur agrégé de clinique, Service de néphrologie
> Directrice du programme de néphrologie pédiatrique
> Département de pédiatrie
> CHU Sainte-Justine, Université de Montréal
>
>
> ------------------------------
> *De :* Team-Based Learning <[log in to unmask]> de la part de
> John Gotwals <[log in to unmask]>
> *Envoyé :* 24 octobre 2023 21:48
> *À :* [log in to unmask] <[log in to unmask]>
> *Objet :* Re: Application exercices
>
>
> *Avertissement automatisé : Ce courriel provient de l'extérieur de votre
> organisation. Ne cliquez pas sur les liens et les pièces jointes si vous ne
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>
>
> If it's a case study that applies across a decent portion of the module, I
> sometimes include it as a prework item (and, as a result, of the iRAT and
> tRAT as well)...
>
> John
>
> On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <
> [log in to unmask]> wrote:
>
> Hi Genevieve,
>
>
>
> I have had the same issue with longer scenarios or video-based activities.
> I decided to send out the scenario or video, but not the questions, before
> the activity. That way, students who want to review the scenario or watch
> the video in advance may do so, but they cannot work on the questions
> before class.
>
>
>
> Hope that helps,
>
>
>
> Brenda
>
>
>
> Brenda Vogel, Ph.D.
>
> Professor, School of Criminology, Criminal Justice, & Emergency Management
>
> NCAA Faculty Athletics Representative
>
> Long Beach State University
>
> 1250 Bellflower Blvd.
>
> Long Beach, CA 90840
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> Office: ET246
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> Email: [log in to unmask]
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>
>
> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève
> Benoit (MED)
> *Sent:* Tuesday, October 24, 2023 4:36 PM
> *To:* [log in to unmask]
> *Subject:* Application exercices
>
>
>
> You don't often get email from [log in to unmask]
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> CAUTION: This email was sent from an external source.
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>
>
> Hi all,
>
>
>
> I got a question from a teacher. He was wondering if he could send the
> application exercise (in our field, it is a 2 pages clinical problem) to
> the students before the TBL session.
>
>
>
> The reason he asked if that he found that students are spending to much
> time reading the clinical scenario during the TBL session; he thought that
> if students have already done the reading of the clinical scenario at home,
> they will have more time to focus on the questions of this appplication
> exercise in class and more time for discussion in class.
>
>
>
> My first answer would be to suggest not sending the clinical scenario
> before the class; I suppose some students will already work on it at home
> and therefore there may be less intra-team/debate in class about the
> application exercise.
>
>
>
> What are your thoughts? Any experience on this?
>
>
>
> Best regards,
>
>
>
> Geneviève
>
>
>
>
>
>
>
>
>
>
>
> *Geneviève Benoit*
>
>
>
> Professeur agrégé de clinique, Service de néphrologie
>
> Directrice du programme de néphrologie pédiatrique
>
> Département de pédiatrie
>
> CHU Sainte-Justine, Université de Montréal
>
>
>
>
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